CURRICULUM - Elearning- Rwanda Polytechnic

Republic of Rwanda

Ministry of Education

TVET ADVANCED DIPLOMA

OF

CONSTRUCTION TECHNOLOGY

CSTCOT7001

REQF LEVEL

7

CURRICULUM

Kigali, October 2020

i| Page Skills for a better destiny

CSTCOT7001-TVET ADVANCED DIPLOMA

CONSTRUCTION TECHNOLOGY

REQF Level 7 CURRICULUM

ii| Page Skills for a better destiny

© Rwanda Polytechnic, 2020

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

October 2020

iv| Page Skills for a better destiny

Copyright

The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP).

Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with RP. This work is copyright,

but permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where

the training is being conducted. This permission does not extend to the making of copies for

use outside the immediate training environment for which they are made, or the making of

copies for hire or resale to third parties. The views expressed in this version of the work do

not necessarily represent the views of RP. The competent Body does not give warranty nor

accept any liability.

The RP owns the copyright on all Curricula. Schools may reproduce this program in part or

in full for bona fide study or classroom purposes only. Acknowledgement of the RP

copyright must be included on any reproductions. Learners may copy reasonable portions of

the curriculum for the purpose of study. Any other use of this curriculum must be referred

to the RP.

© Rwanda Polytechnic (RP) 2020

Published by

Rwanda Polytechnic (RP)

Internet:http://www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

http://www.rp.ac.rw/

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Table of contents

Copyright .................................................................................................................................... iv

List of Abbreviations ................................................................................................................. viii

Acknowledgments ...................................................................................................................... xi

1. GENERAL INTRODUCTION ..................................................................................................... 1

2. QUALIFICATION DETAILS ....................................................................................................... 2

2.1. Description .................................................................................................................................... 2

2.2 Minimum entry requirements ....................................................................................................... 2

2.3 Information about pathways ......................................................................................................... 3

2.4 Rationale of the Qualification ........................................................................................................ 3

2.5 Job related information ................................................................................................................. 3

2.6 Employability and life skills ............................................................................................................ 4

2.7 Information about competencies .................................................................................................. 5

3. TRAINING PACKAGE .............................................................................................................. 7

3.1 Course structure ............................................................................................................................ 7

3.2 Competencies chart ....................................................................................................................... 7

3.3 Flowchart ..................................................................................................................................... 10

4. ASSESSMENT GUIDELINES ................................................................................................... 11

4.1 Assessment Methodology ............................................................................................................ 11

4.2 Portfolio ....................................................................................................................................... 11

CCMKN701- IKINYARWANDA CY’UMUTOZA ............................................................................ 14

IMBUMBE YA 1 - GUKORESHA UBUVANGANZO GAKONDO NYABAMI ASHYIKIRANA N’ABANDI ..... 16

IMBUMBE YA 2 - GUKORESHA IKINYARWANDA KIBONEYE ATOZA ABANDI KUGENDANA N’IKEREKEZO K’IGIHUGU .................................................................................................................... 23

IMBUMBE YA 3 - GUKORESHA IKINYARWANDA KINOZE HITOZWA INSHINGANO ZINYURANYE Z’UBUYOBOZI ..................................................................................................................................... 31

CCMEN701 - ADVANCED WORKPLACE ENGLISH .................................................................... 40

LEARNING UNIT 1: WRITE TRADE RELATED TEXTS............................................................................. 42

LEARNING UNIT 2: COMMUNICATE ORALLY ON A RANGE OF TRADE RELATED TOPICS ................... 50

LEARNING UNIT 3: READ A VARIETY OF TRADE RELATED DOCUMENTS ........................................... 59

CCMMB701- BUSINESS MONITORING, EVALUATION AND AUDITING ................................... 67

LEARNING UNIT 1 – DESIGN AN M&E SYSTEM AND TOOLS .............................................................. 70

LEARNING UNIT 2 –: APPLY M&E SYSTEM ......................................................................................... 78

LEARNING UNIT 3 – MAKE AN INFORMED DECISION ........................................................................ 85

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LEARNING UNIT 4 – CONDUCT BUSINESS AUDIT ............................................................................... 90

CCMEM701-WORKPLACE ENVIRONMENTAL MANAGEMENT ................................................ 96

LEARNING UNIT 1 - DESCRIBE ENVIRONMENTAL MANAGEMENT .................................................... 99

LEARNING UNIT 2 – ASSESS ENVIRONMENTAL IMPACT .................................................................. 108

LEARNING UNIT 3 - CONTROL HUMAN PROJECTS IMPACT ON ENVIRONMENT ............................. 118

CSTGE701- BASIC GEOTECHNICAL ENGINEERING ....................................................................... 128

LEARNING UNIT 1: PERFORM GEOTECHNICAL INVESTIGATION ...................................................... 131

LEARNING UNIT 2. ANALYZE SHALLOW FOUNDATIONS .................................................................. 145

LEARNING UNIT 3. ANALYSE DEEP FOUNDATIONS .......................................................................... 156

LEARNING UNIT 4. .ANALYSE RETAINING WALLS ............................................................................ 166

LEARNING UNIT 5: ANALYZE SLOPE STABILITY ................................................................................ 173

CSTEI701- DOMESTIC ELECTRICAL INSTALLATION .................................................................... 188

LEARNING UNIT 1 – PLAN WORK LAYOUT OF ELECTRICAL INSTALLATION...................................... 190

LEARNING UNIT 2–CONDUCT ELECTRICAL WIRING INSTALLATION ................................................ 196

LEARNING UNIT 3 – INSTALL ELECTRICAL SWITCHES AND SOCKET OUTLETS ................................. 203

CSTRT701- DESIGN OF FOUNDATION, RETAINING WALL AND WATER TANK STRUCTURES

215

LEARNING UNIT 1 –PERFORM DESIGN SHALLOW FOUNDATION .................................................... 218

LEARNING UNIT 2–DESIGN DEEP FOUNDATION .............................................................................. 227

LEARNING UNIT 3–PERFORM DESIGN RETAINING WALL ................................................................ 235

LEARNING UNIT 4–PERFORM DESIGN WATER TANK ....................................................................... 244

CSTSS701- DESIGN OF STEEL STRUCTURES ...................................................................... 257

LEARNING UNIT 1 –DESCRIBE STEEL STRUCTURE CONCEPTS .......................................................... 260

LEARNING UNIT 2 – DESIGN STEEL STRUCTURAL MEMBERS........................................................... 268

LEARNING UNIT 3 – DESIGN STEELWORK CONNECTION ................................................................. 277

CSTTS701- DESIGN OF TIMBER STRUCTURE ............................................................... 287

LEARNING UNIT 1 – DESCRIBE TIMBER STRUCTURES ...................................................................... 290

LEARNING UNIT 2 – DESIGN TIMBER STRUCTURAL MEMBERS ....................................................... 300

LEARNING UNIT 3–DESIGN COMPOSITE TIMBER & WOOD-BASED SECTIONS, BUILT-UP COLUMNS AND JOINTS WITH CONNECTORS ..................................................................................................... 314

CSTPS701- PROKON STRUCTURAL ANALYSIS AND DESIGN ....................................... 330

LEARNING UNIT 1 – EXPLORE PROKON INTERFACE ......................................................................... 333

LEARNING UNIT 2 – PERFORM TIMBER MEMEBER DESIGN ............................................................ 339

LEARNING UNIT 3 – PERFORM STEEL MEMBER & CONNECTIONS DESIGN ..................................... 345

LEARNING UNIT 4 – PERFORM REINFORCED CONCRETE DISIGN .................................................... 351

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CSTIP701- INSULATIONS PRINCIPLES ....................................................................... 360

LEARNING UNIT 1 –IDENTIFY INSULATION MATERIALS, TOOLS AND EQUIPMENT ......................... 362

LEARNING UNIT 2–APPLY SOUND INSULATORS .............................................................................. 371

LEARNING UNIT 3 – APPLY THERMAL INSULATION ......................................................................... 378

CSTHVAC701- HEAT, VENTILATION AND AIR CONDITIONING ..................................................... 389

LEARNING UNIT 1 –APPLY HEAT PRINCIPLES IN BUILDINGS ............................................................ 392

LEARNING UNIT 2–APPLY VENTILATION PRINCIPLES ....................................................................... 402

LEARNING UNIT 3–APPLY AIR CONDITIONING PRINCIPLES ............................................................. 419

CSTWT701- WELDING TECHNIQUES ..................................................................................... 436

LEARNING UNIT 1 – IDENTIFY MATERIAL USED IN WELDING .......................................................... 439

LEARNING UNIT 2 – SELECT TOOLS, EQUIPMENT AND MATERIALS ................................................ 445

LEARNING UNIT 3– PERFORM WELDING PROCESS .......................................................................... 452

CSTCM701- CONSTRUCTION PROJECT MANAGEMENT .......................................................... 464

LEARNING UNIT 1 – CARRY OUT PROJECT PLANNING ..................................................................... 467

LEARNING UNIT 2 – MANAGE CONSTRUCTION SITE RESOURCES ................................................... 482

LEARNING UNIT 3 – CARRY OUT CONTRACT MANAGEMENT .......................................................... 503

LEARNING UNIT 4 – CARRY OUT PROJECT MONITORING AND EVALUATION ................................. 519

LEARNING UNIT 5 – CARRY OUT PROJECT CLOSE OUT. ................................................................... 542

CCMIA701- INDUSTRIAL ATTACHMENT PROGRAM (IAP) ..................................................... 563

LEARNING UNIT 1 - ANALYZE OWN PROFESSIONAL GAPS IN LINE WITH INDUSTRY DEMANDS ..... 566

LEARNING UNIT 2– ENHANCE INNOVATION DURING IAP PROGRAM ............................................. 572

LEARNING UNIT 3 - IMPLEMENT PROFESSIONAL SKILLS TRANSFER ................................................ 577

LEARNING UNIT 4 - REPORT IAP ACTIVITIES .................................................................................... 582

CCMRP701- FINAL YEAR RESEARCH PROJECT ....................................................................... 587

LEARNING UNIT 1 – DESIGN IDEATION OF RESEARCH PROJECT ...................................................... 590

LEARNING UNIT 2 – DEVELOP A PROJECT PROTOTYPE.................................................................... 599

LEARNING UNIT 3 – PRESENT RESEARCH PROJECT .......................................................................... 605

GLOSSARY ............................................................................................................................... 617

viii| Page Skills for a better destiny

List of Abbreviations

AASHTO American Association of State Highway and Transportation Officials

AC Air Conditioning

ACWP Actual Cost of work Performed

AI Artificial Intelligence

AOA Activity on arrow

AON Activity on node

AIDS Acquired Immuno Deficiency Syndrome

ASTM American Society for Testing and Materials

BCWP Budgeted Cost of work Schedule

BCWS Budgeted Cost of work Performed

BOQ Bill Of Quantities

BOT Build-operate-transfer

BS British Standard

CAD Computer Aided Design

CD Compact Disc

CDU Curriculum Development Unit

CM Complementary Modules

CPM Critical Path method

CPT Cone PenetrometerTest

CPU Central Processing Unit

CV Curriculum Vitae

DB Design build

DCPT Dynamic Cone Penetrometer

DIN Deutsches Institut fur Normung

DVD Digital Video Disc

EIA Environmental Impact Assessment

EIS Environmental Impact Statement

EN European Norm

ESD Electro Static Discharge

FDM Finite Difference Method

FEM Finite Element Method

FOS Factor of Safety

FVST Field Van Shear Test

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GHGS Green House Gases

HIV Human Immuno Deficiency Virus

HoD Head of Department

IA Industrial Attachment

IAP Industrial Attachment Program

ICT Information Communication Technology

IEE Institution of Electrical Engineers

IPRC Integrated Polytechnics Regional College

ISO International Organizational for Standardization

IRR Internal Rate of Return

LDPT Lightweight Dynamic Penetrometer

LSF Low Smoke and Fume

LSOH Low Smoke Zero Halogen

MINEDUC Ministry of Education

M&E Monitoring & Evaluation

NA Not applicable

NPV Net Present Value

NST1 National Strategy for Transformation 1

OBS Organizational breakdown structure

OEM Original Equipment Manufacturer

OHS Occupational Health and Safety

PBS Professional Construction Structure

PCM Professional construction management

PDA Personal Digital Assistance

PDM Precedence Diagram Method

PERT Program Evaluation Review Technique

PLT Plate Load Test

PP Precautionary Principle

PPE Personal Protective Equipment

PPP Polluter Pays Principle

PV Present Value

REQF Rwandan Education Qualification Framework

RP Rwanda polytechnic

SLS Serviceability Limit State

SMAW Shield Metal Arc Welding

SPSS Statistical Package for Social Sciences

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SPT Standard Penetration Test

STAR Situation Task Action Result

STI Sexual Transmission Infection

TBO Time Between Overhaul

TSD Time series diagram

TSS Technical Secondary School

TVET Technical and Vocational Education and Training

ULS Ultimate Limit State

UPP User pays

VSO Voluntary Service Overseas

WBS Workbreakdown structure

WDA Workforce Development Authority

WASAC Water and Sanitation Corporation

xi| Page Skills for a better destiny

Acknowledgments

Rwanda polytechnic (RP) wishes to extend its gratitude to the following partners,

stakeholders and institutions involved in development of this programme including private

sector, government institutions and other professionals.

Production team

Coordination

- RWAMASIRABO Aimable, Curriculum Development, RP

Facilitation

- NDABAMENYE Theogene, Lecturer & HoD of Civil Engineering, IPRC Huye

Editing

- MURASANDONYI Theophile, Assistant Lecturer, IPRC Huye

Curriculum Development Team

# Names Function Institution

1 NTEZIRYAYO Jean de Dieu Assistant Lecturer IPRC-HUYE 2 BUREGEYA Aaron Instructor IPRC-HUYE 3 NDINDIYAHO Cyprien Instructor IPRC-HUYE 4 NSENGIMANA Jean Pierre Assistant Lecturer IPRC-HUYE 5 NDABAMENYE Theogene Lecturer / HOD &

Facilitator IPRC-HUYE

6 NKUNDANYIRAZO Noel Instructor IPRC-HUYE

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies required to perform as a Construction Technologist. It is designed with an approach that takes into account the training needs, the work situation, as well as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of training. They have a direct influence on the choice of the theoretical and practical learning activities. The competencies are the targets of training: the acquisition of each is required for certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature and goals of a program and the key concepts and definitions used in the document. The second part presents the qualification details including its level in the qualification framework, its purpose, its rationale and the list of modules it comprises. The third part deals with the training package. It includes the competencies chart, the sequencing of module learning, the description of each module and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the module, the length of training, the credit values, and the context in which the competency is performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning outcomes (knowledge, skills and attitude) and the learning contents related to each learning unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.


2. QUALIFICATION DETAILS

2.1. Description

Title: TVET Advanced Diploma of Construction Technology

Level: REQF Level 7

Credits: 135

Sector: Construction and building services

Sub-sector: Construction Technology

Issue date: October, 2020

This qualification provides the skills, knowledge, and attitude for a learner to be competent

in a range of routine tasks and activities that require the application of practical skills in a

defined context. Work would be undertaken in various Construction sites with specific

reference to the field of Construction Technology. Learners may exercise some initiative and

independence in carrying out activities at a professional level, take supervision in less

familiar areas of work, and some managerial responsibilities.

At the end of this qualification, qualified learners will be able to:

1. Apply advanced English

2. Gukoresha Ikinyarwanda cy’ Umutoza

3. Monitor, evaluate and audit business

4. Manage workplace environmental impact

5. Apply basic geotechnical Engineering

6. Install domestic electrical circuit

7. Design steel structures

8. Design timber structures

9. Design foundations, retaining walls and water tank

10. Apply Prokon structural analysis and design

11. Apply insulation principles

12. Apply heat, ventilation and air conditioning principles

13. Apply basic welding techniques

14. Manage construction projects

15. Integrate workplace

16. Perform final year project

2.2 Minimum entry requirements

Eligible Candidate to this qualification should fulfil the following:


Be a holder of TVET Diploma in Construction Technology, a level in general and technical education or other relevant / related qualifications in the construction field.

2.3 Information about pathways

Preferred pathways for candidates entering this qualification include:

o TVET Diploma in Construction Technology

o Or other relevant qualifications or through Recognition of Prior Learning in Construction field.

Progression route of candidates achieving this qualification include:

o Bachelar Degree in Construction Technology

o or other related Degree program qualifications in Construction Technology.

2.4 Rationale of the Qualification

Due to significant current and planned investment in infrastructure by the GoR and the

private sector over the next 10 years and beyond. The creation of the Ministry of

Infrastructure (construction and building services sector), construction technology is a trade

that was created to increase productivity at construction sites and tackle more complex

projects. It was also created to make construction sites safer as well as contributing greatly

in the economic growth of Rwanda. As per NST1 the GoR is investing on boosting human

capital by introducing TVET courses and other higher academic programs as response

towards a highly needed critical mass of qualified technicians and professionals.

This qualification provides skills, knowledge and right attitudes required by construction

industry and graduates from this qualification will help the country to reduce dependencies

on external expertise, increase employment rate, reduce cost of labour and increase decent

jobs

2.5 Job related information

This qualification prepares individuals to integrate the Construction and building sector with

the professionalization of a Construction Technician. It also benefits people who have been

working within the construction industry to obtain formal professional recognition and

enhance career progression.

Pathways into the qualification Pathways from the qualification


The competencies contained in this qualification are essential for social and economic

transformation, empowerment and upliftment within the construction Infrastructures, the

improvement of Construction works quality and ensure that safety and security regulations

are respected.

On completion of the qualification, learners will be able to gain access to job opportunities

in the construction and building service sector both locally and internationally.

Possible jobs related to this qualification

General foreman

Site manager

2.6 Employability and life skills

This Qualification will also provide the opportunity to learn industry needed soft skills

known as employability and life skills which is the key to the success of any industry. This

includes communication skills, Computer literacy, negotiation skills, organization skills,

personal and interpersonal skills and managerial skills. Individuals with this qualification will

easily integrate themselves into workplace environment.

Communication

Negotiating and liaising with a broad range of colleagues and customers on operational and service issues: consulting with others to elicit feedback and ideas

Providing briefing to operational staff and other managers Developing and maintaining workplace documentation such as operational

procedures, staff-related documentation or report

Safety and security precautions

Working collaboratively with project team members Consulting with team members about OHS issues

Health and environment

Health reproduction Rwanda environmental protection, practices rules and regulations


Teamwork

Motivating and leading diverse teams; Providing support and coaching; Planning work operations to take account of team member strengths; Taking a lead role in agreeing and establishing work team goals

Problem solving

Developing and applying a range of strategies to address both typical and unpredictable workplace problems;

Responding effectively to a wide range of operational issues requiring immediate resolution;

Working with colleagues to develop practical solutions; Monitoring and evaluating the effectiveness of solutions based on operational

experience.

Self-management

Taking responsibility for own outputs in relation to specified quality standards; Working according to the Rwandan Utility Regulation Authority required Code of

Ethics regarding security, legal, moral and ethical issues of transport and logistics. Understanding the legal and compliance framework that affects those working in

transport and logistics sector. Maintaining general and technical knowledge to inform work practice

Technology

Use of computers Use of Internet Software Cameras

Languages other than Kinyarwanda

English,French

2.7 Information about competencies

No Code Complementary competencies Credit

1. CCMEN701 ▲Apply Advanced English 5

2. CCMKN701 ▲Gukoresha Ikinyarwanda cy’ Umutoza 5

3. CCMME701 ▲Monitor, evaluate and audit business 5

4. CCMEM701 ▲Manage workplace environmental impact 4

5. CCMIA701 ▲ Integrate at workplace 30


6. CCMRP701 ▲ Perform final year projects 20

Total 69

No Code Core competencies Credit

SPEC

IFIC

1. CSTGE701 ▲ Apply basic geotechnical engineering 12

2. CSTEI701 ▲ Install domestic electrical circuit 5

3. CSTSS701 ▲ Design Steel structures 5

4. CSTTS701 ▲ Design timber structures 6

5. CSTRT701 ▲ Design foundations, retaining wall and water tank 11

6. CSTPS701 ▲ Apply structural design software 3

7. CSTIP701 ▲ Apply insulation principles 4

8. CSTHVAC701 ▲ Apply heat, ventilation and air conditioning principles

5

9. CSTWT701 ▲ Apply basic welding techniques 6

10. CSTCM701 ▲ Manage construction projects 9

Total 66

▲: Semester 1

▲: Semester 2

Complementary competencies: 6

Specific competencies: 10

Year three


3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the modules, the

course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning

outcomes are the essential skills and knowledge to be acquired. The contents to be covered

for each learning outcome are prescriptive. The Learning activities contain a series of

suggestions, usually with several options, that will guide the learner and the trainer.

3.2 Competencies chart

The competencies chart is a table that presents an overview of the specific competencies,

the general competencies, the work process and the time allocated to each competency.

This table provides an overall view of the competencies of the training program and allows

identification of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general and specific competencies

that are particular to the occupation, as well as the key stages of the work process. It shows

the links between the elements in the horizontal axis and those in the vertical axis. The

symbol (ο) marks a relationship between a general competency and specific competency.

The symbol (∆) indicates a relationship between a specific competency and a step in the

process of work. When the symbols are darkened, it indicates that the link is taken into

account in the description of the specific competency.

The competencies chart allows the trainer to consider the complexity of the competencies

in the organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented

in the following pages:


CONSTRUCTION TECHNICIAN BUILD SMALL AND BIG BUILDINGS AND OTHER INFRASTRUCTURE

PROCESS

SPECIFIC COMPETENCIES

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# Duration (690 Hours)

1

2

3

4

5

6

50

50

50

40

300

20

0

1 Apply basic geotechnical engineering

120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○

○

○

○

2 Install domestic electrical circuit

50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○

○

○

○

3 Design steel structures

50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ●

●

●

●

4 Design timber structures

60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ●

●

●

●

5 Design foundations, retaining walls & water tank

110 ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ●

●

●

●


6 Apply structural design software

30 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○

○

○

○

7 Apply insulation principles

40 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○

○

○

○

8

Apply heat, ventilation and air conditioning principles

50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○

○

○

○

9 Apply basic welding techniques

60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○

○

○

○

10 Manage construction projects

90 ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ●

●

●

●

YEAR 3|TOTAL CREDITS

135

NOTIONAL LEARNING HOURS

1350

Table 1: Competencies chart for year three

Between the process and particular competencies

Between general and particular competencies

▲: Functional link application

∆: Functional link existence

●: Functional link application

ο: Functional link existence


3.3 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. It provides an overall planning of the entire training

programme and shows the relationship between the modules. This type of planning is to

ensure consistency and progression of learning. For each module, the flowchart shows the

learning that is already in place, the learning that is to take in parallel or later. The positions

defined will have a decisive impact on all subsequent pedagogical choices. The flowchart of

the sequence of learning of the modules of the training programme is presented on the

following page.

Design of timber structures 6

Design of foundation, retaining wall and water tank 11

Heat, ventilation and air ventilation 5

Construction project management 9

Ikinyarwanda cy’umutoza 5

Advanced English 5

Business monitoring, evaluation and auditing 5

Basic geotechnical engineering 12

Workplace environment management 4

Domestic electrical Installation 5

Design of Steel structures 5

Apply structural design software 3

Welding techniques 6

Insulation Principles 4

Industrial attachment program 30

Final year project 20


4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application

to set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

A portfolio is a collection of learner work representing learner performance. It is a folder (or

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning

goals and requirements. A portfolio is not a project; it is an ongoing process for the

formative assessment. The portfolio output (formative assessment) will be considered only

as enough for complementary and general modules. Besides, it will serve as a verification

tool for each candidate that he/she attended the whole training before he/she undergoes

the summative assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

- This is applied on all types of modules (e.g. Complementary, General and Specific

modules)

- A trainee to be competent for a formative module must have at least 70% on checked

items or “yes” in indicators (e.g. questions, indicators in the checklist)

- Each trainee should be competent on all formative assessments to be declared

competent on that module

- All formative assessment should be declared competent before taking the

summative/integrated assessment


Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in the curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be carried out, the Trainer/Teacher has the role of developing another one referring to the task to be carried out in the integrated situation in accordance to the circumstances inside school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

Assessment criteria Passing line in the assessment indicators

Quality of process 90%

Quality of product 100%

Relevance 90%

Rest of criteria/ any other criteria

(example: Safety) 100%

The trainee can be declared competent based on the assessment CRITERIA and its

respective assessment indicators

Note: The Assessor should check if the 10% indicator (Quality of Process and Relevance) in

which the trainee was not able to meet during Summative/Integrated Assessment should

not be among those indicators that can cause any hazard, or the one indicator that is

performed poorly where there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be assisted accordingly.

2. Deputy school manager in-charge of studies, class teacher, and trainer should consider the status (competent/not yet competent) of trainees before delivering the next module with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has prerequisite of a following/subsequent module is considered in issuing TVET certificate, otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form that is compiled in the trainer (source) and tTrainee (result) portfolio. Portfolio is the


responsibility of school, class teacher, and trainees. It should be given to trainees after certification.

5. Industrial Attachment Program (IAP) All trainees should finish and declared competent on all modules before taking IAP

module. Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry. The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook. An interview to the trainee should be conducted in the school after the IAP has been

completed and should be documented in the trainee portfolio. All completed logbooks should be part of the trainee portfolio.


CCMKN701- IKINYARWANDA CY’UMUTOZA

CCMKN701 Gukoresha Ikinyarwanda cy’Umutoza

Ikiciro : 7 Amasaha ateganyijwe

50

Indengo : 5

Ishami :

Agashami:

Yose

Twose

Igihe yateguriwe: Kaanamâ, 2020

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga

abashe gukoresha neza Ikinyarwanda atoza abandi ku ngingo zinyuranye. Nyuma y’iri

somo, uwiga azaba ashobora gukoresha ubuvanganzo nyarwanda ashyikirana n’abandi,

gukoresha Ikinyarwanda kiboneye atoza abandi kugendana n’ikerekezo k’Igihugu no

gukoresha Ikinyarwanda kinoze yitoza inshingano zinyuranye z’ubuyobozi.


Ubushobozi fatizo

Si ngombwa

Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.

Nyuma y’iri somo, uwiga azaba ashobora:

Ingingo z’ubushobozi Ibipimo by’ubushobozi

1. Gukoresha ubuvanganzo

gakondo nyabami

ashyikirana n’abandi

1.1 Gusobanura neza ubuvanganzo nyarwanda hashingiwe ku

ngeri zabwo

1.2 Gusesengura neza ubuvanganzo gakondo nyabami

hashingiwe ku turango twabwo

1.3 Gukoresha neza ubuvanganzo gakondo nyabami

hashingiwe ku ikeshamvugo ribugaragaramo

2. Gukoresha Ikinyarwanda

kiboneye atoza abandi

kugendana n’ikerekezo

k’Igihugu

2.1 Gusobanura neza ubugêni bwo gutoza hakurikijwe

umurongo w’inyoborabatoza

2.2 Kugaragaza insanganyamatsiko zatozwaho hashingiwe kuri

gahunda za Leta

2.3 Gukoresha neza ikibonezamvugo mu mitoreze hashingiwe

ku moko y’amagambo

3. Gukoresha Ikinyarwanda

kinoze yitoza inshingano

zinyuranye z’ubuyobozi

3.1 Kwandika neza inyandiko zo mu buyobozi hubahirizwa

uturango twa buri nyandiko

3.2 Gutegura neza ijambo ry’ubuyobozi hakurikizwa inyobozi

za buri bwoko bw’ijambo

3.3 Kumurika neza imiteguro itandukanye hakurikiza ubugêni

bwo kumurika


IMBUMBE YA 1 - GUKORESHA UBUVANGANZO GAKONDO NYABAMI ASHYIKIRANA N’ABANDI

Umusaruro

w’inyigisho:

1.1 Gusobanura ubuvanganzo nyarwanda

1.2 Gusesengura ubuvanganzo gakondo nyabami

1.3 Gukoresha ubuvanganzo gakondo nyabami

Amasaha: 20

Umusaruro w’inyigisho 1.1: Gusobanura ubuvanganzo nyarwanda

Ibyiîgwa Ibikorwa by’uwiga Imfashanyigisho

Inshoza y’ ubuvanganzo

nyarwanda

Igisobanuro

Akamaro k’

ubuvanganzo

nyarwanda

Ingeri:

Ubuvanganzo nyandiko

Inkuru

Ikinamico

Inkuru

zishushanyije

Ubuvanganzo nyemvugo

Ubuvanganzo

nyemvugo bwo

muri rubanda

Ubuvanganzo

nyemvugo nyabami

o Ivumburamatsiko, ibibazo

n’ibisubizo ku nshoza

y’ubuvanganzo

nyarwanda

o Ubushakashatsi bwite ku

ngeri z’ubuvanganzo

nyarwanda

o Ibiganiro mu matsinda

n’imurika ku kamaro

k’ubuvanganzo

nyarwanda

- Ibitabo

by’ubuvanganzo

- Ikibaho

- Amakaramu

- Ingwa

- Murandasi

- Inkoranyamaga

mbo


Isuzuma mbonezanyigisho 1.1

Ubushobozi busuzumwa

Gusobanura neza ubuvanganzo nyarwanda hashingiwe ku ngeri zabwo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa

bwagezweho.

Gihamya Ibimenyetso mpamyamyigire

- Inyandiko - Guhuza ukoresheje akambi,

- Guhitamo igisubizo cy’ukuri

- Kuzurisha interuro amagambo,

- Gusubiza na YEGO cyangwa OYA

- Ibibazo bisaba ibisubizo bigufi

- Ibibazo bisaba ibisubizo birambuye

- Umukoro : Kurondora ubuvanganzo nyarwanda

Urutonde rw’ibisuzumwa Byagezweho

Yego Oya

Ikimenyetso cy’Ubushobozi 1: Inshoza y’ubuvanganzo nyarwanda yasobanuwe neza

Igisobanuro cy’Ubuvanganzo nyarwanda cyatanzwe

Akamaro k’ubuvanganzo nyarwanda kagaragajwe

Ikimenyetso cy’Ubushobozi 2: Ingeri z’ubuvanganzo nyarwanda zarondowe neza

Ubuvanganzo nyandiko n’ibibugize byavuzwe

Ubuvanganzo nyemvugo n’ibibugize byavuzwe

Umwanzuro:

Umusaruro w’inyigisho 1.2: Gusesengura ubuvanganzo gakondo nyabami


Uturango tw’

ubuvanganzo gakondo

o Ubushakashatsi bwite,

ibiganiro mu matsinda

- Ibitabo

by’ubuvanganzo


nyabami

Uturango tw’

ibisigo

Uturango tw’

ibyivugo

Uturango

tw’amazina y’inka

Uturango

tw’ubwiru

Uturango

tw’ubucurabweng

e

Uturango

tw’ibitekerezo

by’ingabo

Uturango

tw’indirimbo

z’ingabo

Insanganyamatsiko ziri mu

buvanganzo gakondo

nyabami

Ingingo z’umuco

mu buvanganzo

gakondo nyabami

Ingingo z’amateka

mu buvanganzo

gakondo nyabami

Isanisha ry’ubuvanganzo

gakondo nyabami

n’imibereho y’uyu munsi

n’imurika ku turango

tw’ubuvanganzo gakondo

nyabami



n’imurika ku

nsanganyamatsiko ziri mu

buvanganzo gakondo

nyabami



n’imurika ku ngingo

z’umuco n’ amateka ziri

mu buvanganzo gakondo

nyabami

o Ibibazo n’ibisubizo,


n’imurika ku isanisha

ry’ibivugwa mu

buvanganzo gakondo

nyabami n’imibereho

y’uyu munsi

- Ikibaho

- Amakaramu

- Ingwa

- Murandasi

- Inkoranyamaga

mbo


Mu muco nyarwanda

Mu buhanzi

Mu myemerere

Mu bugêni

Mu bukungu

Muri politiki



Gusesengura neza ubuvanganzo gakondo nyabami hashingiwe ku turango twabwo


bwagezweho.








Umukoro ngiro : Gusoma umwandiko wo mu

buvanganzo gakondo hakagaragazwamo uturango tw’iyo

ngeri.


Yego Oya

Ikimenyetso cy’ubushobozi 1: Uturango tw’ubuvanganzo gakondo nyabami twasobanuwe neza

Uturango tw’ibisigo twagaragajwe

Uturango tw’ibyivugo twagaragajwe


Uturango tw’amazina y’inka twagaragajwe

Uturango tw’ubwiru twagaragajwe

Uturango tw’ubucurabwenge twagaragajwe

Uturango two mu bitekerezo by’ingabo twagaragajwe

Uturango two mu ndirimbo z’ingabo twagaragajwe

Ikimenyetso cy’ ubushobozi 2 : Insanganyamatsiko ziri mu buvanganzo gakondo nyabami zagaragajwe neza

Ingingo z’umuco mu buvanganzo gakondo nyabami zagaragajwe

Ingingo z’amateka mu buvanganzo gakondo nyabami zagaragajwe

Ikimenyetso cy’ubushobozi 3 :Ubuvanganzo gakondo nyabami bwasanishijwe n’imibereho y’uyu munsi uko bikwiye

Isanisha rishingiye ku muco nyarwanda ryagaragajwe

Isanisha rishingiye ku bukungu ryagaragajwe

Isanisha rishingiye kuri politiki ryagaragajwe

Umwanzuro

Umusaruro w’inyigisho 1.3: Gukoresha ubuvanganzo gakondo nyabami


Ingeri z’ubuvanganzo gakondo

nyabami

Ibisigo

Amazina y’inka

Ibyivugo

Ubwiru

Ubucurabwenge

Ibitekerezo by’ingabo

Indirimbo z’ingabo

Ikeshamvugo mu buvanganzo

gakondo nyabami

Ikeshamvugo rijyanye

n’umwami n’ingoma

o Ibibazo n’ibisubizo ku

ngeri z’ubuvanganzo

gakondo nyabami



n’imurika ku

ikeshamvugo mu

buvanganzo gakondo

nyabami

o Umwitozo wo kwandika

inyandiko ziigâana

ubuvanganzo gakondo

nyabami no kuzimurika

- Ibitabo

by’ubuvanganzo

- Ikibaho

- Amakaramu

- Ingwa

- Murandasi

- Inkoranyamaga

mbo



n’inka n’amata


n’ibikoresho byiganza mu

buvanganzo gakondo

nyabami nk’igisabo,

icyansi, ingobyi

Ibitaramo bishingiye ku

buvanganzo gakondo

nyabami

Igitaramo k’imihigo

Igitaramo nyizihizangoma

Igitaramo cy’uburerê

mboneragihugu

Igitaramo cy’Ûmuryaango

Igitaramo cy’Umuganura

o Gutegura no gukora

igitaramo ku buvanganzo

gakondo nyabami



Gukoresha neza ubuvanganzo gakondo nyabami hashingiwe ku ikeshamvugo ribugaragaramo


bwagezweho.


- Inyandiko

- Igikorwa

- Guhuza ukoresheje akambi,







- Urutonde rw’ibisuzumwa

- Umukoro ngiro: Gutegura no gukora ibitaramo

binyuranye


Yego Oya

Ikimenyetso cy’ubushobozi 1: Inyandiko yiigâana buri ngeri y’ubuvanganzo gakondo

nyabami yanditswe neza

Inyandiko yiigâana imiterere y’igisigo yakozwe

Inyandiko yiigâana imiterere y’amazina y’inka yakozwe

Inyandiko yiigâana imiterere y’ikivugo yakozwe

Ikimenyetso cy’ubushobozi 2: Ikeshamvugo ryakoreshejwe neza mu myiganire

y’ubuvanganzo gakondo nyabami

Ikeshamvugo rijyanye n’umwami n’ingoma ryitaweho

Ikeshamvugo rijyanye n’inka n’amata ryitaweho

Ikeshamvugo rijyanye n’ibikoresho byiganza mu buvanganzo

gakondo nyabami nk’igisabo, icyansi, ingobyi ryitaweho

Ikimenyetso cy’ubushobozi 3: Ibitaramo bishingiye ku buvanganzo gakondo nyabami

byakozwe uko bikwiye

Igitaramo k’imihigo cyakozwe

Igitaramo nyizihizangoma cyakozwe

Igitaramo cy’uburerê mboneragihugu cyakozwe

Igitaramo cy’ûmuryaango cyakozwe

Igitaramo cy’Umuganura cyakozwe

Umwanzuro


IMBUMBE YA 2 - GUKORESHA IKINYARWANDA KIBONEYE ATOZA ABANDI KUGENDANA N’IKEREKEZO K’IGIHUGU

Umusaruro

w’inyigisho:

2.1 Gusobanura ubugeni bwo gutoza

2.2 Kugaragaza insanganyamatsiko zatozwaho

2.3 Gukoresha ikibonezamvugo mu mitoreze

Amasaha: 20

Umusaruro w’inyigisho 2.1: Gusobanura ubugêni bwo gutoza


Inshoza yo gutoza

Igisobanuro cyo gutoza

Ibisobanuro

by’amagambo akoreshwa

mu gutoza intore

Umutoza

Intore

Itorero

Inyoborabatoza

Indangagaciro

Kirazira

Inteego nyamukuru

y’Itorero

Uburyo bwo gutoza

Ikurikizwa ry’urwego,

ibyiciro n’ingingo nkuru

z’ibiganiro

Ikurikizwa ry’umurongo

ngenderwaho

Itoranywa ry’ibikorwa byo

gutorezamo

o Ibibazo n’ibisubizo,

ubushakashatsi bwite

n’imurika ku nshoza yo

gutoza



n’imurika ku buryo

bw’imitoreze


n’imurika ku buryo bwo

gusuzuma imitoreze

o Agakino ko gutoza zimwe

mu ndangagaciro

z’umuco nyarwanda

- Inyoborabatoza ;

- Ibinyamakuru

byanditse ku

itorero

n’ubutoza;

- Sede (CD);

- Furashi ;

- Ikibaho;

- Ingwa

- Amakaramu;

- Mudasobwa;

- Murandasi;

- Inkoranyamaga

mbo;

- Ibikoresho

bisakaza amajwi

n’amashusho


Uburyo bwo gusuzuma

imitoreze

Isuzuma rya mbere yo

gutoza

Isuzuma ryo mu gihe cyo

gutoza

Isuzuma rya nyuma yo

gutoza



Gusobanura neza ubugêni bwo gutoza hakurikijwe umurongo w’inyoborabatoza


bwagezweho.


- Inyandiko

- Igikorwa







- Amajwi n’amashusho


- Umukoro ngiro : Gutegura agakino gatoza zimwe mu

ndangagaciro z’umuco nyarwanda



Yego Oya

Ikimenyetso cy’ubushobozi 1: Inshoza yo gutoza yatanzwe neza

Igisobanuro cyo gutoza cyavuzwe

Ibisobanuro by’amagambo akoreshwa mu gutoza byatanzwe

Intego nyamukuru y’itorero yavuzwe

Ikimenyetso cy’ubushobozi 2: Uburyo bwo gutoza bwasobanuwe neza

Ikurikizwa ry’urwego, ibyiciro n’ingingo nkuru z’ibiganiro

ryasobanuwe

Ikurikizwa ry’umurongo ngenderwaho ryasobanuwe

Itoranywa ry’ibikorwa byo gutorezamo ryasobanuwe

Ikimenyetso cy’ubushobozi 3: Uburyo bwo gusuzuma imitoreze bwasobanuwe neza

Isuzuma rya mbere yo gutoza ryasobanuwe

Isuzuma ryo mu gihe cyo gutoza ryasobanuwe

Isuzuma rya nyuma yo gutoza ryasobanuwe

Umwanzuro:

Umusaruro w’inyigisho 2.2: Kugaragaza insanganyamatsiko zatozwaho


Gahunda ya Ndi

Umunyarwanda

Igisobanuro cya “Ndi

Umunyarwanda”

Indangagaciro

z’ubunyarwanda

Kirazira muri

gahunda ya “Ndi

Umunyarwanda”

Imiyoborere myiza

o Ubushakashatsi bwite

n’imurika kuri gahunda ya

« Ndi Umunyarwanda »



n’imurika ku miyoborere

myiza


n’imurika kuri gahunda yo

kwigira

- Inyandiko kuri

Ndi

umunyarwanda,

imiyoborere

myiza na

gahunda yo

kwigira

- Ibinyamakuru

bivuga kuri Ndi

Umunyarwanda,


Igisobanuro

k’imiyoborere myiza

Amahame

y’imiyoborere myiza

Umusaruro

w’imiyoborere myiza

Gahunda yo kwigira

Igisobanuro cyo kwigira

Akamaro ka gahunda yo

kwigira

Ibikorwa bya gahunda

yo kwigira

Umuganda

Ubudehe

Kwihesha agaciro

Ejo Heza

Kora Wigire

Imiyoborere

myiza na

gahunda yo

kwigira

- Sede (CD)

- Furashi

- Ikibaho

- Ingwa

- Amakaramu

- Mudasobwa

- Murandasi

- Inkoranyamaga

mbo

- Ibikoresho

bisakaza amajwi

n’amashusho



Kugaragaza insanganyamatsiko zatozwaho hashingiwe kuri gahunda za Leta


bwagezweho.









Umukoro : Gusobanura indangagaciro

z’ubunyarwanda


Yego Oya

Ikimenyetso cy’ubushobozi 1: Gahunda ya “Ndi Umunyarwanda” yagaragajwe neza

Igisobanuro cya gahunda ya “Ndi Umunyarwanda” cyatanzwe

Indangagaciro z’ubunyarwanda zasobanuwe

Kirazira muri gahunda ya “Ndi Umunyarwanda” zasobanuwe

Ikimenyetso cy’ubushobozi 2: Imiyoborere myiza yasobanuwe neza

Igisobanuro k’imiyoborere myiza cyatanzwe

Amahame y’imiyoborere myiza yasobanuwe

Umusaruro w’imiyoborere myiza wasobanuwe

Ikimenyetso cy’ubushobozi 3: Gahunda yo kwigira yagaragajwe neza

Igisobanuro cyo kwigira cyatanzwe

Akamaro ka gahunda yo kwigira kasobanuwe

Ibikorwa bya gahunda yo kwigira byasobanuwe

Umwanzuro

Umusaruro w’inyigisho 2.3: Gukoresha ikibonezamvugo mu mitoreze


Inshinga

Imiterere y’inshinga

Uturemajambo

tw’imbundo

Uturemajambo

tw’inshinga

itondaguye

o Ivumburamatsiko,

kwigana ibikorwa bya

mwarimu, ibiganiro mu

matsinda n’imurika ku

nshinga

o Kwigana ibikorwa bya


- Ibitabo

by’ubuvanganzo

- Ibinyamakuru

n’ibyapa

byamamaza

- Sede (CD)

- Furashi


Uturemajambo

tw’inshinga nkene

Uburyo bw’inshinga

Imbundo

Ikirango

Inyungo

Insano

Integeko

Inziganyo

Inyifurizo

Ikigombero

Ibihe bikuru by’inshinga

Indagihe

Impitagihe

Inzagihe

Iyiganteruro

Igisobanuro

k’iyiganteruro

Amoko y’interuro

Interuro yoroheje

Interuro y’urusobe

Isanisha ry’amagambo

mu nteruro

Umumaro w’amagambo mu

nteruro

Ruhamwa

Izingiro ry’ubutumwa

Icyuzuzo

Imfutuzi

Impuza


iyiganteruro

o Kwigana ibikorwa bya



mumaro w’amagambo

mu nteruro

- Ikibaho

- Ingwa

- Amakaramu

- Mudasobwa

- Murandasi

- Inkoranyamaga

mbo

- Ibitabo

by’ikibonezamvu

go

-




Gukoresha neza ikibonezamvugo mu mitoreze hashingiwe ku moko y’amagambo


bwagezweho.








Umukoro : Gushyira interuro mu bihe bikuru

by’inshinga


Yego Oya

Ikimenyetso cy’ubushobozi 1: Inshinga yakoreshejwe neza

Imiterere y’inshinga yagaragajwe

Uburyo bw’inshinga bwakoreshejwe

Ibihe bikuru by’inshinga byakoreshejwe

Ikimenyetso cy’ubushobozi 2: Iyiganteruro ryakozwe neza

Inshoza y’iyiganteruro yatanzwe

Amoko y’interuro yakoreshejwe

Isanisha ry’amagambo mu nteruro ryakoreshejwe

Ikimenyetso cy’ubushobozi 3: Umumaro w’amagambo mu nteruro wagaragajwe neza

Ruhamwa yagaragajwe

Izingiro ry’ubutumwa ryagaragajwe


Icyuzuzo cyagaragajwe

Imfutuzi yagaragajwe

Umwanzuro


IMBUMBE YA 3 - GUKORESHA IKINYARWANDA KINOZE HITOZWA INSHINGANO ZINYURANYE Z’UBUYOBOZI

Umusaruro

w’inyigisho:

3.1 Gutegura ijambo ry’ubuyobozi

3.2 Kwandika inyandiko zo mu buyobozi

3.3 Kumurika imiteguro itandukanye

Amasaha: 20

Umusaruro w’inyigisho 3.1: Gutegura ijambo ry’ubuyobozi


Umuteguro

w’imbwirwaruhame

Inshoza

y’imbwirwaruhame

Imbata

y’imbwirwaruhame

Imyandikire

y’imbwirwaruhame

Umuteguro w’inama

Inshoza y’inama

Imitegurire y’inama

Imiyoborere y’inama

Inyandiko mvugo

y’inama

Imitegurire y’ikiganiro

mpaka

Igisobanuro

k’ikiganiro mpaka

Amoko y’ibiganiro

mpaka

Imiyoborere

o Ivumburamatsiko, ibibazo

n’ibisubizo ku nshoza

y’imbwirwaruhame

o Ibiganiro mu matsinda,

ubushakashatsi bwite

n’imurika ku muteguro

w’inama


Ibiganiro mu matsinda,

ibibazo n’ibisubizo

n’imurika ku mitegurirwe

y’ikiganiro mpaka

o Umwitozo ku kwandika

imbwirwaruhame

o Umwitozo ku kuyobora

inama no gufata inyandiko

mvugo

- Ibitabo

binyuranye

- Sede (CD)

- Ikibaho

- Marikeri

- Mudasobwa

- Murandasi

- Inkoranyamaga

mbo


y’ikiganiro mpaka



Gutegura neza ijambo ry’ubuyobozi hakurikizwa inyobozi za buri bwoko bw’ijambo


bwagezweho.


- Inyandiko

- Igikorwa







- Amajwi n’amashusho uwiga ategura ijambo

ry’ubuyobozi

- Itonde ry’ ibisuzumwa

Imikoro ngiro:

1. Gutegura no gukora ikiganiro mpaka ku

nsanganyamatsiko yatanzwe

2. Gutegura no kuyobora inama ku ngingo zitandukanye


Yego Oya

Ikimenyetso cy’ubushobozi 1: Umuteguro w’imbwirwaruhame wubahirijwe neza

Inshoza y’imbwirwaruhame yasobanuwe

Imbata y’imbwirwaruhame yagaragajwe

Imbwirwaruhame yanditswe

Ikimenyetso cy’ubushobozi 2: Umuteguro w’inama wubahirijwe neza


Inshoza y’inama yasobanuwe

Inama yateguwe

Inama yayobowe

Inyandiko mvugo yafashwe

Ikimenyetso cy’ubushobozi 3: Imitegurire y’ikiganiro mpaka yubahirijwe neza

Ikiganiro mpaka cyasobanuwe

Amoko y’ibiganiro mpaka yarondowe

Ikiganiro mpaka cyayobowe

Umwanzuro

Umusaruro w’inyigisho 3.2: Kwandika inyandiko zo mu buyobozi


Imyandikire y’amabaruwa yo

mu buyobozi

Inshoza y’ibaruwa

Amoko y’amabaruwa

y’ubuyobozi

Imyandikire y’ibaruwa

y’ubuyobozi

Imyandikire y’umwirondoro

Inshoza

y’umwirondoro

Imbata

y’umwirondoro

Imyandikire

y’umwirondoro

Inyandiko ntekerezo

Igisobanuro

k’inyandiko ntekerezo

o Ibibazo n’ibisubizo ku

nshoza n’amoko

by’amabaruwa, kwigana

ibikorwa bya mwarimu

mu kwandika ibaruwa

yo mu buyobozi

o Ivumburamatsiko,

Ibibazo n’ibisubizo,

kwigana ibikorwa bya

mwarimu mu kwandika

umwirondoro

o Ivumburamatsiko,



n’imurika ku nyandiko

ntekerezo, kwigana

ibikorwa bya mwarimu

- Ibitabo

binyuranye

- Sede (CD)

- Ikibaho

- Marikeri

- Mudasobwa

- Murandasi

- Inkoranyamaga

mbo


Imitegurire

y’inyandiko ntekerezo

Kumva

insanganyamat

siko

Gukusanya

ibitekerezo

Kujora no

gutondeka

ibitekerezo

Imyandikire

y’inyandiko ntekerezo

mu kwandika inyandiko

ntekerezo



Kwandika neza inyandiko zo mu buyobozi hubahirizwa uturango twa buri nyandiko


bwagezweho.


- Inyandiko

- Igikorwa







- Irutonde rw’ibisuzumwa

Umukoro ngiro: Kwandika inyandiko zinyuranye zo mu

buyobozi



Yego Oya

Ikimenyetso cy’ubushobozi 1: Amabaruwa yo mu buyobozi yateguwe neza

Inshoza y’ibaruwa y’ubuyobozi yatanzwe

Amoko y’amabaruwa y’ubuyobozi yasobanuwe

Amabaruwa y’ubuyobozi yanditswe hubahirizwa uturango

Ikimenyetso cy’ubushobozi 2: Umwirondoro wateguwe neza

Inshoza y’umwirondoro yatanzwe

Imbata y’umwirondoro yagaragajwe

Umwirondoro wanditswe hubahirizwa uturango twawo

Ikimenyetso cy’ubushobozi 3: Inyandiko ntekerezo yateguwe neza

Igisobanuro k’inyandiko ntekerezo cyatanzwe

Imitegurire y’inyandiko ntekerezo yasobanuwe

Inyandiko ntekerezo yanditswe hubahirizwa uturango twayo

Umwanzuro:

Umusaruro w’inyigisho 3.3: Kumurika imiteguro itandukanye


Inshoza y’imurika

Igisobanuro

Umumaro wo kumurika

Ubugeni bw’imurika

Imitegurire

Umwifato

Imivugire

Umwihariko w’imurika ku

mbwirwaruhame

n’umwirondoro

Imbwirwaruhame



ubushakashatsi n’imurika

ku nshoza y’imurika




ku bugêni bw’imurika




- Ibitabo

- Sede (CD)

- Ikibaho

- Marikeri

- Mudasobwa

- Murandasi

- Inkoranyamag

ambo


Umwirondoro ku mimurikire

y’imbwirwaruhame

n’iy’umwirondoro

o Umwitozo w’imurika ku

mbwirwaruhame

n’umwirondoro



Kumurika neza imiteguro itandukanye hakurikijwe ubugeni bwo kumurika


bwagezweho.

Gihamya Isuzuma

- Inyandiko

- Igikorwa







- Amajwi n’amashusho


Umukoro ngiro : Gutegura no kumurika umwirondoro

n’imbwirwaruhame ku ngingo yateganyijwe


Yego Oya

Ikimenyetso cy’ubushobozi 1: Inshoza y’imurika yasobanuwe neza

Igisobanuro cyatanzwe

Umumaro wagaragajwe


Ikimenyetso cy’ubushobozi 2: Ubugeni bw’imurika bwasobanuwe neza

Imitegurire yasobanuwe

Umwifato wasobanuwe

Imivugire yasobanuwe

Ikimenyetso cy’ubushobozi 3: Imbwirwaruhame n’umwirondoro byamuritswe neza

Imbwirwaruhame yamuritswe hubahirizwa ubugêni bw’imurika.

Umwirondoro wamuritswe hubahirizwa ubugêni bw’imurika

Umwanzuro:


Ibitabo n’inyandiko byifashishijwe

1. BARKER A., (2011), Improve your communication skills, Kogan Page Ltd, 3rd Edition,

London

2. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,

2ème, Edition

3. BIGIRUMWAMI A,() Ibisakuzo

4. BIZIMANA & CREPEAU (1979) Les Proverbes du Rwanda Editions universitaires, Butare

5. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda,

IRST, 1ère Edition

6. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.

7. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE,

(1986), Promotion et intégration des langues nationales dans les systèmes éducatifs,

Librairie Honoré Champion, Paris.

8. COUPEZ A. Grammaire Rwanda Simplifiée, Usumbura

9. Dictionnaire (1961) Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.

10. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza

n’ayisumbuye, Kigali

11. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,

Fountain Publishers, Kigali

12. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5,


13. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6,


14. GAGNÉ, G., PAGÉ, M. na ARRAB, E,( 2002), Didactique des langues maternelles.

Questions actuelles dans différentes régions du monde, De Boeck Universitégions du

monde, De Boeck Université, Bruxelles.

15. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima, Paris, OIF

16. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u

Rwanda, Imfashanyigisho ibanza, Kigali Rwanda

17. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS

18. MARIUS D.(1971), Les Devinettes Du Rwanda Ibisakuzo Editions universitaires, Butare

19. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri,

NCDC, Kigali

20. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo

cyo mu Cyiciro cya Gatatu, Kigali

21. SIBOMANA A,(1984) Igitaramo cy’Abana

22. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku

Buvanganzo Nyarwanda, Kigali.


23. URMILA R.(2010), English Language communication skills, Himalaya Publishing House,

Mumbai

24. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

Ibyifashishijwe kuri murandasi

1. https://www.inc.com/brent-gleeson/20-tips-for-mastering-art-of-public-speaking.html

(Byasomwe ku wa 18 Kaanamâ 2020)

2. https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.rwamagana.gov.rw/fileadmin/templates/document/INYOBORABATOZA_FINAL.doc&sa=U&ved=2ahUKEwjSpfuLnMrrAhWSoBQKHeKcDVAQFjAAegQIABAB&usg=AOvVaw1XkumgZnR7CTl7Gkfr_zWa (Byasomwe ku wa 19 Kaanamâ 2020)

3. https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.nurc.gov.rw/fileadmin/templates/nurc/documents/NDI_UMUNYARWANDA.pdf&sa=U&ved=2ahUKEwjSt5WtvMzrAhXvSxUIHWo2CHIQFjAAegQIABAB&usg=AOvVaw27ZUjd4JR5VsMltmkkAvyu (Byasomwe ku wa 19 Kaanamâ 2020)

4. https://www.google.com/amp/s/lacroiseefr.wordpress.com/2009/11/27/le-theme/amp/ (Byasomwe ku wa 19Kaanamâ 2020)

5. https://www.parliament.gov.rw/fileadmin/templates/document/Important_Doc/Gahunda_ya_Guverinoma_y_Imyaka_7.pdf (Byasomwe ku wa 20 Kaanamâ 2020)

https://www.inc.com/brent-gleeson/20-tips-for-mastering-art-of-public-speaking.html

https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.rwamagana.gov.rw/fileadmin/templates/document/INYOBORABATOZA_FINAL.doc&sa=U&ved=2ahUKEwjSpfuLnMrrAhWSoBQKHeKcDVAQFjAAegQIABAB&usg=AOvVaw1XkumgZnR7CTl7Gkfr_zWa




https://www.google.com/url?client=internal-element-cse&cx=000668167878999901774:xojir1s89u6&q=http://www.nurc.gov.rw/fileadmin/templates/nurc/documents/NDI_UMUNYARWANDA.pdf&sa=U&ved=2ahUKEwjSt5WtvMzrAhXvSxUIHWo2CHIQFjAAegQIABAB&usg=AOvVaw27ZUjd4JR5VsMltmkkAvyu




https://www.google.com/amp/s/lacroiseefr.wordpress.com/2009/11/27/le-theme/amp/

https://www.google.com/amp/s/lacroiseefr.wordpress.com/2009/11/27/le-theme/amp/

https://www.parliament.gov.rw/fileadmin/templates/document/Important_Doc/Gahunda_ya_Guverinoma_y_Imyaka_7.pdf

https://www.parliament.gov.rw/fileadmin/templates/document/Important_Doc/Gahunda_ya_Guverinoma_y_Imyaka_7.pdf


CCMEN701 Apply Advanced Workplace English

RTQF Level: 7 Learning hours

50

Credits: 5

Sector:

All

Sub-sector: All

Issue date: September, 2020

Purpose statement

This module describes the skills, knowledge and attitudes required to communicate

effectively at the workplace. In fact, the trainee will be able to write trade related texts

including essays and professional documents, describe events, deliver appropriately

impromptu speech and perform professional interviews. The trainee will be able to read,

listen and summarise effectively. Once this module is well deliverdthe trainee will be

equipped with necessary skills to communicate in English at workplace.

CCMEN701 - ADVANCED WORKPLACE ENGLISH


Learning assumed to be in place

N/A

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competence Performance criteria

1. Write trade related

texts

1.1 Write effectivel a paragraph according to writing

techniques

1.2 Write effectively an essay in accordance with the types of

essay

1.3 Write appropriately professional documents in

accordance with their types

2. Communicate orally

on a range of trade

related topics

2.1. Describe properly events in accordance with appropriate

tenses

2.2. Deliver appropriately speeches based on speech delivery

guidelines

2.3. Perform effectively professional interviews based on

interview techniques

3. Read a variety of

trade related

documents

3.1. Produce written commentary on read documents

3.2. Expand a written text after reading it

3.1. Summarize adequately a given text according to

summarizing techniques


LEARNING UNIT 1: WRITE TRADE RELATED TEXTS

Learning Outcomes:

1.1. Write a paragraph

1.2. Write an essay

1.3. Write professional documents

Learning hours: Hours: 15

Learning Outcome 1.1: Write a paragraph

Content Learning activities Resources

● Definition of key terms

A paragraph

● Types of paragraphs

Narrative paragraph

Descriptive paragraph

Persuasive paragraph

Expository paragraph

● Characteristics of an

effective paragraph

● Paragraph structure

Topic sentence

Supporting sentences

Concluding sentence

● The format of a paragraph

o Question and answer on

definition of a paragraph

o Discussion on

characteristics of an

effective paragraph

o Discussion on types of

paragraphs

o Practical exercise on

paragraph writing about

trade related topics

o Presentation of a written

paragraph on trade

related topics

- Whiteboard

- Chalkboard

- Markers

- Chalks

- Eraser

- Flipchart

- Pen

- Sheets of paper

- Pencil/highlighter

- Reference books

- Reading material

Formative Assessment 1.1

Performance criterion

Write effectively a paragraph according to writing techniques

Assessor may collect among the following evidences and make judgements on whether the

performance criterion has been achieved or not.


Types of evidence Portfolio assessment tools

- Written evidence

- Product evidence

- Matching questions

- Multiple choice questions

- Short answer questions

- Essay (short responses / extendedresponses)

- Observation checklist

Task: Write a paragraph on a given trade related topic

Checklist Score

Yes No

Indicator 1:Key term is well defined

Paragraph is defined

Indicator 2: Types of paragraph are well explained

Narrative paragraph is explained

Descriptive paragraph is explained

Persuasive paragraph is explained

Expository paragraph isexplained

Indicator 3: Characteristics of an effective paragraph are

well reflected

The paragraph is about a single idea

The paragraph begins with a topic sentence

The paragraph has supporting sentences

The paragraph is logically organized

Indicator 4: Paragraph structure is well reflected

Topic sentence is written

Supporting sentence is written


Concluding sentence is written

Indicator 5: The format of a paragraph is well reflected

The paragraph has a title (in case it is a single paragraph)

Double spacing is respected

The paragraph is made up of sentences

Supporting ideas are given in logical order

The paragraph is ended by a concluding sentence

Observation

Learning Outcome 1.2: Write an essay


Definition of an essay

Types of essay

Narrative

Expository

Persuasive

Descriptive

Writing process

Prewriting

Writing/drafting

Writing the thesis

statement

Writing the body

Writing the

introduction

Writing the

conclusion


definition of an essay

o Discussion on types of essay

o Discussion on writing

process

o Practical exercise of essay

writing on trade related

topics

- Whiteboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Duster

- Reference books

- Pen

- Paper


Revising

Editing

Publishing



Write effectively an essay in accordance with the types of essay




- Written evidence

- Product evidence


- Multiple Choice questions

- True – False questions

- Sentence completion / fill in the blanks

- Essay (short responses / extended responses)


Task: Write an essay on a trade related topic

Checklist Score

Yes No

Indicator 1: Key term is well defined

An essay is defined

Indicator 2: Types of essay are well written

Narrative essay is written

Expository essay is written

Persuasive essay is written

Descriptive essay is written

Indicator 3: Essay writing process is well applied


Prewriting is done

Writing/drafting is done

Revising is done

Editing isdone

Publishing is explained

Observation

Learning Outcome 1.3: Write professional documents


Business letter

Definition

Format

Content

Curriculum vitae

Definition

Parts of a CV

Content

Memo

Definition

Format

Content

E-mail

Definition

Types of email

Formal email

Informal email

Tips to write emails

Concept note

Defining concept notes

o Discussion on a business

letter

o Discussion on curriculum

vitae

o Discussion on memo

o Discussion on email

o Discussion on concept note

o Discussion on report

o Discussion on inventory

documents

o Discussion on minutes

taking

o Practical exercise on writing

professional documents

- Whiteboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Duster

- Reference books

- Pen

- Paper


Purposes of concept notes

Parts of a concept note

Report

Definition of an effective

report

Types of reports

Structure of a report

Characteristics of an

effective report

Reporting process

Report development

Report analysis

Report feedback

Decision making

Inventory documents

Definition

Layout

Content

Minutes taking

Definition

Layout

Content



Write appropriately professional documents in accordance with their types





- Written evidence

- Product evidence





- Essay (short responses / extended responses)


Task: Write any given professional document

Checklist Score

Yes No

Indicator 1: Business letter is effectively written

Business letter is defined

Format is respected

Content is developed

Indicator 2: Curriculum vitae is effectively written

Curriculum vitae is defined

Parts of a Curriculum vitae are reflected


Indicator 3: Memo is appropriately written

Memo is defined

Format is respected


Indicator 4: E-mail is effectively written

E-mail is defined

Types of emails are considered

Tips to write emails are applied

Indicator 5: Concept note is effectively written

Concept note is defined

Purposes of concept notes are considered


Parts of a concept note are reflected

Indicator 6: Report is effectively written

Effective report is defined

Types of reports are considered

Structure of a report is respected

Characteristics of an effective report are applied

Reporting process

Report development

Report analysis

Report feedback

Decision making

Indicator 7: Inventory documents are effectively written

Inventory documents are defined

Layout is respected


Indicator 8: Minutes are appropriately written

Minutes are defined

Layout is respected


Observation


LEARNING UNIT 2: COMMUNICATE ORALLY ON A RANGE OF TRADE RELATED TOPICS

Learning Outcomes:

2.1. Describe events

2.2. Deliver speeches

2.3. Perform professional interviews

Learning hours: 20 Hours

Learning Outcome 2.1: Describe events


Definition of key term(s)

An event

Present events

Simultaneity in the

present

Past events

Anteriority in the past

Simultaneity in the past

Future events

Anteriority in the future

o Brainstorming on

description of present

events

o Discussion on description of

past events

o Discussion on description of

future events

o Practical exercise on events

description

- Whiteboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Duster

- Reference books

- Pen

- Paper

Formative Assessment 2.1.


Describe properly events in accordance with given time




- Written evidence

- Oral evidence





- Performance evidence




Task: Describe a given event

Checklist Score

Yes No

Indicator 1: Key term(s) is/are well defined

Evident is defined

Indicator 2: Present events are properly described

Simultaneity in the present is expressed

Indicator 3: Past events are properly described

Anteriority in the past is expressed

Simultaneity in the past is expressed

Indicator 4: Future events are properly described

Anteriority in the future is expressed

Observation

Learning Outcome 2.2: Deliver speeches


Definition of key terms

Speech

Conversational speech

Types of speeches

According to the purpose

Informative speech

Persuasive speech

Speeches for


definition of speech

o Discussion on basic outline

template of a speech

o Discussion on tips for

speech preparation


speeches

o Discussion on methods of

- Whiteboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Duster

- Reference books


special occasions

According to mode of

delivery

Impromptu

speech

Prepared

speech

Methods of speech delivery

Speaking from

manusript

Speaking from

memory

Extemporaneous

speeches

A Basic outline template of a

speech

Speech title

Introduction

Body

Conclusion

Tips on preparing a speech

Read / listen

Prepare

Relax

Act confidently

Speak slowly and

smoothly

Focus

speech delivery


delivery of speeches of

different types using

different methods of

delivery

- Pen

- Paper




Deliver appropriately speeches based on speech delivery guidelines




- Written evidence

- Oral evidence

- Performance

evidence







Task: Deliverany of the different types of speeches

usingdifferentmethods of delivery

Checklist Score

Yes No

Indicator1: Key terms are correctly defined

Speech is defined

Conversational speech is defined

Indicator 2: Different types of speeches are effectively delivered

Informative speech is delivered

Persuasive speech is delivered

Speeches for special occasions are delivered

Impromptu speech is delivered

Prepared speech is delivered

Indicator 3: Methods of speech are effectively applied

Speaking from manuscript is applied


Speaking from memory is applied

An extemporaneous speeches is delivered

Indicator 4: The basic outline template of a speech is well used

The speech is entitled

The speech is introduced

The speech is detailed in the body part

The speech is concluded

Indicator 5: Tips on impromptu speech are effectively applied

Reading / listening is applied

The speaker is prepared

The speaker is relaxed

The speaker is confident

The speech is slow and smooth

The speaker is focused

Observation

Learning Outcome 2.3: Perform professional interviews



Interview

Professional interview

Self-introduction for interview

Parts of Self-introduction

Who you are

Where you come from

What you have studies

Who you are as

professional


definition of interview

o Discussion on strategies to

boost interview skills

o Discussion on self-

introduction for interview

o Discussion on mastery of

STAR interview method


performing professional

interviews

- Whiteboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Duster

- Reference books

- Pen

- Paper


Self-introduction sample

For fresher / novice

For experience

professionals

General tips for self-

introduction

A smile goes a long

way

Greet everyone

Introduce when you

reach the venue

Maintain eye contact

Prepare

Strategies to boost interview

skills

Practice good non verbal

communication

Conduct research on the

employer, hiring

manager, job opportunity

Review common interview

questions and prepare

responses.

Dress for success.

Arrive on time for the

interview - and prepared

for success.

Make good first

impressions to everyone

you encounter.


Be authentic, upbeat,

focused, confident,

candid, and concise

Remember body

language, avoiding bad

habits

Ask insightful questions

Sell yourself throughout

and then close the deal

Thank interviewer (s) in

person

Mastery of STAR interview

method

Definition of STAR method

When to use STAR

method

Common mistakes While

answering S.T.A.R.

questions

Top 5 tips for getting the

most out of STAR

Be prepared

Be specific

Be quantitative

Be concise

Be honest



Perform effectively professional interviews based on interview techniques





- Written evidence

- Oral evidence

- Performance

evidence






- Observation / performance checklist

Task: Perform a professional interview

Checklist Score

Yes No

Indicator 1: Key term(s) is/are well defined

Interview is defined

Indicator 2: Self-introduction for interview is well done

General tips for self-introduction are applied

Self-introduction sample is reflected

Parts of self-introduction are reflected

Indicator 3: Strategies to boost interview skills are effectively used

Non verbal communication is practiced

Research on the employer is conducted

Common interview questions are reviewed and responses

prepared

Dressing for success is reflected

Time consciousness is observed

Good first impressions to everyone you encounter is reflected

Body language is used

The interviewee is authentic, upbeat, focused, confident,

candid, and concise


Insightful questions are asked

Interviewer (s) are thanked in person

Indicator 4: STAR interview method is effectively applied

STAR method is defined

STAR method is used

Common mistakes while answering S.T.A.R. questions are

avoided

Tips for getting the most out of STAR are used

The interviewee is prepared

The interviewee is specific

Quantitativeness is reflected

Conciseness is reflected

Honesty is reflected

Observation


LEARNING UNIT 3: READ A VARIETY OF TRADE RELATED DOCUMENTS

Learning Outcomes:

3.1. Produce written commentary on read documents

3.2. Expand a written text after reading it

3.3. Summarize a given text


Learning Outcome 3.1: Produce written commentary on read documents


● Definition of key terms

The commentary

● Steps to write the commentary

Identifying the basic

information

Mention about the theme,

subject, and audience

Observe the structure and

genre of the content

Identify how the text is

presented

Understand the tone

Look for the literary

devices that deepen the

meaning

Take the quotes included

in the text

Wrapping up your

commentary with a

summary

● Outline of the commentary

Introduction


definition of the

commentary

o Discussion on steps to write

the commentary

o Critical exercise on writing

commentary on read

documents

- Whiteboard

- Chalkboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Reference books

- Pen

- Paper

- Reading

materials


Body

Conclusion



Produce effectively written commentary on read documents as per commentary writing skills




- Written evidence

- Product evidence






- Checklist

Task: write a commentary on a read text

Checklist Score

Yes No

Indicator1: Key term is well defined

Commentary is defined

Indicator 2: Steps to write the commentary are well followed

Basic information is identified

The theme, subject, and audience are mentioned

The structure and genre of the content are observed

Presentation of the text is identified

The tone is expressed

The literary devices that deepen the meaning are identified


The quotes included in the text are taken

The commentary is wrapped with a summary

Indicator 3: Outline of the commentary is well organised

Introduction is written

Body is developed

Conclusion is written

Observation

Learning Outcome 3.2: Extend a written text after reading it


Explanation of key terms

extending a text

Types of texts

Narrative texts

Descriptive texts

Expository texts

Persuasive texts

Tips to extend a text

Read the text

Identify the topics

Consider the types of the

text

Consider the length of the

text

Write the remaining part

of the text

Keep the context

of the first

partFollow the

o Question and answer on the

meaning of expanding a text


types of the text

o Discussion on tips to expand

a text


extending a written text

after reading it

- Whiteboard

- Chalkboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Reference books

- Pen

- Paper

- Reading

materials


instructions



Extend a written text after reading it based on types of texts




- Written evidence

- Product evidence






- checklist

Task: Extend a text after reading it

Checklist Score

Yes No

Indicator 1: Key term is explained

Text extension is explained

Indicator 2: Types of texts are well extended

Narrative texts are extended

Descriptive texts areextended

Expository textes areextended

Persuasive texts areextended

Indicator 3: Tips to extend a text are effectively used

The text is read

Topics are identified

Types of the text are considered


The length of the text is considered

The remaining part of the text is written

The context of the first part is kept

Instructions are followed

Observation

Learning Outcome 3.3: Summarize a given text


Definition of term(s)

Summary

Types of summarizing

Free summarizing

Précis-writing.

The basics of summary

writing

Types of summaries

Informative

summary

Descriptive

summary

Qualities of a summary

Comprehensivenes

Conciseness

Accuracy

Objectivity

Coherence

Independance

Techniques of writing a


definition of summary

o Brainstorming on types of

summarizing

o Discussion on the basics of

summary writing


summarising trade related

texts

- Whiteboard

- Chalkboard

- Projector

- Computer

- Flipcharts

- Markers

- Chalks

- Reference books

- Pen

- Paper

- Reading

materialsCalculat

or


summary

Summarizing shorter

texts

Summarizing longer

texts

Paraphrasing strategies

Effective

paraphrasing

strategies

Ineffective

paraphrasing

strategies

Stages of writing a

summary

Reading

Writing

Editing



Summarize adequately a given text according to summarizing skills




- Written evidence







- Product evidence - Checklist

Task: Summarize trade related texts

Checklist Score

Yes No

Indicator 1: Key term(s) is/are properly defined

Summary is defined

Indicator 2: Summarizing types are well applied

Free summarizing is done

Précis-writing is done

Indicator 3: The basics of summary writing are effectively applied

Types of summaries are reflected

Qualities of a summary are considered

Techniques of summary writing are applied

Paraphrasing strategies are used

Stages of writing a summary are followed

Observation

References

1 EDC Communications. (n.d.). Developing Effective Listening Skills. Retrieved September 11, 2020, from www.thinkedc.com: https://thinkedc.com/wp-content/uploads/2016/10/Effective-Listening-Skills-eBook.pdf

2 Brady, M., & Leigh, J. A. (n.d.). A little book of listening skills. 52 essential practices for profoundlly loving yourself and other people. Retrieved September 11, 2020, from https://lavasoft.gosearchresults.com/?q=A+little+book+of+listening+skills.+52+essential+practices+for+profoundlly+loving+yourself+and+other+people&tt=vmn__webcompa__1_0__go__lvs__webcompa__1_0__go__ch_WCYID10384_200826__yrff__yrff&pid=5ac784309091147a162b

3 Clementson, T. (2005). Natural English reading and writing skills. Pre-intermediate resource book. Oxford: Oxford University Press.


4 Davidson, J. (2003). The Complete Guide to Public Speaking. New Jersey: John Wiley & Sons, Inc.

5 Daywalt, D. (n.d.). AN EDUCATOR’S GUIDE TO LETTER WRITING. Retrieved August 27, 2020, from https://www.penguin.com/static/images/yr/pdf/CrayonsGuide.pdf

6 Duffy, G. g. (2009). Explaining REading.A Resource for Teaching Concepts, Skills, and Strategies. Ney York: The Guilford Press .

7 Foster, J. (2005). Effective Writing Skills for Public Relations (3 ed.). London: Kogan Page Limited.

8 Ladouce, G. P. (1995). Reading intermediate. Oxford suplementary skills. Oxford: Oxford University Press.

9 Miller, R. T. (2019). English orthography and reading . John Wiley & Sons, Inc. .

10 Murphy, R. (2019). English Grammar in Use. A self study reference and practice book for intermediate learners of English with answers (5 ed.). Cambridge: Cambridge University Press.

11 Murphy, R. (2012). English Grammar in Use. A self-study reference and practice book for intermediate learners of English (4 ed.). Cambridge: Cambridge University Press.

12 Wells, J. C. (1996). Accents of English 3: Beyond the British Isles . Cambridge : Cambridge Universiry Prees .

13 Wells, J. C. (1982). Accents of English I. An introduction. Cambridge: Cambridge University Press.


CCMMB701 Monitor, evaluate and audit business


50

Credits: 5

Sector: All

Sub-sector: All

Issue date: october, 2020

Purpose statement

This module describes the skills, knowledge and right attitudes required to design a

monitoring and evaluation system of the business, establish an M&E System of the

business and take informed decision or inform decision makers on the required change

to improve and/or sustain a business. This module will provide learners with

opportunities to explore different business scenarios which can help them to monitor,

evaluate and audit their own business or other’s business.

CCMMB701- BUSINESS MONITORING, EVALUATION AND AUDITING

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Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate the

achievement of the learning unit.


Elements of competency Performance criteria

1. Design M & E system of a

business

1.1. Adequate formulation of M&E business goals,

outcomes, output, activities to be carried out, ,

indicators, means of verification and assumptions

of the system in accordance with a business plan

1.2. Proper selection and design of the M & E tools

to measure indicators in accordance with the goals

1.3. Accurate definition of the responsibility, data

flow and data management as per organizational

structure

2. Apply M&E system 2.1. Proper collection of data according to the

evaluation goals using the appropriate techniques

2.2. Proper analysis of data using the appropriate

tools and interpretation of the results in line with

the M & E goals and sector indicators

2.3. Appropriate reporting of findings and

formulation of recommendations according to

data results against baseline using the

recommended template

3. Make informed decision 3.1 Proper analysis and reviewing of

69 | P a g e

recommendations in line with the business goals

and identified specific problem

3.2 Proper choice of the decision in regard to

predetermined criteria and assessment of various

generated alternatives

3.3 Appropriate designing of an implementation

plan of the selected decision in accordance to the

business goals

4. Conduct business audit

4.1. Proper Planning for business auditing in line

with the business requirements

4.2. Proper reviewing of relevant documents and

consultation with concerned personnel

according to audit plan

4.3. Thorough Analysis of business logic to match

the established standards

4.4. Appropriate reporting of audit findings and

recommendations to the management team

70 | P a g e

LEARNING UNIT 1 – DESIGN AN M&E SYSTEM AND TOOLS

Learning Outcomes:

1.1 Formulate M&E business goals, outcomes, output,

activities to be carried out, , indicators, means of

verification and assumptions of the system in accordance

with a business plan

1.2 Select and design M&E tools

1.3 Define responsibility, data flow and management.

Learning Hours: 15 Hours

Learning Outcome 1.1: Formulate M&E business goals, outcomes, output, activities to be carried out, indicators, means of verification and assumptions of the system


Description of the business

Vision

Objectives

Core activities

M& E system

Definition

M&E goals

Components

Structure

Define M&E Process Using

Logical framework

Goal /Targets

Baseline

Activities

Output

Outcome

Characteristics of Indicators

Specific

Measurable

o Learners brainstorm and

have a group discussion

on business M&E

o Presentation on M&E

system

o Learners are given

assignment to develop

logical framework of

simple business in groups

and discuss in large group

o Learners will brainstorm

on the meaning and

Characteristics of

indicators.

o Learners will be given a

case study and be asked

to demonstrate business

performance indicators.


- Logical

framework

Sample

- Computer

- Whiteboard

- Marker

- Baseline tools

- Sample of

indicators

- Projector

- Sample of

ratios formulas

- Case study on

business

performance.

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Achievable

Realistic

Time bound

Business performance

indicators

Profitability ratios

Efficiency ratio

Liquidity ratio

Solvency ratio

Non financial measures

sample of a business and

set adequate indicators as

per type of the business



Adequate formulation of M&E business goals, outcomes, output, activities to be carried out , indicators, means of verification and assumptions of the system in accordance with a

business plan

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not.


Written evidence

Product evidence

Multiple choice exercises

Essay& Cases study

True or false questioning

Sentence completion

Matching exercises

Observation checklist

Task on formulation of M&E business goals, outcomes,

output, activities to be carried out , indicators, means of

verification and assumptions of the system

Checklist Score

Yes No

72 | P a g e

Indicator: SMART M&E Goals are well formulated

Indicator: M&E SMART indicators in line with business goals are well formulated

Solvency ratio is determined

Liquidity ratio is determined

Efficiency ratio is determined

Profitability ratios is determined

Non financial measures is determined

Indicator : Outputs are well formulated

Indicator: Activities to be done are well identified

Indicator : Indicators are correctly set

Specific

Measurable

Achievable

Time bound

Indicator : Means of verification are formulated

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Learning Outcome 1.2: Select and design M&E tools


M&E Tools Classification

Strategic

Financial

Administration

M&E Data collection tools

Strategic Tools

Risks Monitoring

Questionnaire

Financial tools

Cashbook

Financial analysis and reporting tools

Profit &Loss

Balance sheet

Cash flow statement

Bank statement

Administration reporting tools

Strategic Reporting tools

Strategic reports template

o In small groups

learners are given

business cases to

identify appropriate

data collection

tools and

Brainstorm results

in groups

o Learners are given

a business scenario

and asked to design

relevant M&E tools

in groups.

o Learners in group

sessions will be

given task to

develop data

collection tools to

measure the

- Projector

- Computer

- Whiteboard

- Marker

- Scenarios

- Data collection

samples

- Reporting

template

Indicator : Assumptions/ Risks are identified

Logical framework in line with goals

Observation

74 | P a g e

business

performance in

accordance with set

goals.



Proper selection and design of the M & E tools to measure indicators in accordance with the goals

Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved or not.


Written

Product


Essay &case study

Matching exercises


Sentence completion

Project exercises


Task: desining of M&E tools ……..

Checklist Score

Yes No

Indicator: M&E tools for a given business are properly identified

Strategic tools are identified

Finance tools are identified

Administration tools are identified

Data analysis tools are identified

Data collection tools are identified

Relevance of the tools are identified

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Observation

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Learning Outcome 1.3: Define responsibility, data flow and management.


Organizational structure

Functions

Hierarchy and reporting

flow

M&E Business Structure

Responsible: Who does

what

Frequency: When

Information needed: What

Methodology : How

o Learners are given a

sample of a business

organizational structure

and have a group

discussion.

o Learners will identify

existing businesses of

peer learners or in the

community and develop

an M&E business

structure, then have a

plenary presentation.

- Sample of a

business

organizational

structure

- Projector

- Computer

- Whiteboard

- Marker

- Blackboard

- Chalks

- Internet



Accurate definition of the responsibility, data flow and data management as per organizational structure

Assessor may collect among the following evidences and make judgements on whether

the performance criterion has been achieved or not.


Written evidence

Product evidence


Essay &case study

Merging Exercises

Matching exercises


Project exercises

Sentence completion


77 | P a g e

Task on Definition of responsibility, data flow and

management.

Checklist Score

Yes No

Indicator: Organizational structure is well developed

functions are intified

hierarchy of command is indified

Reporting flow is identified

Indicator: M&E Business Structure is properly developed

Responsibility of persons involved is

Frequency is

Methodology is

Observation

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LEARNING UNIT 2 –: APPLY M&E SYSTEM

Learning Outcomes:

2.1 Collect data according to the evaluation goals

2.2 Analyze data using the appropriate tools and interpret

results in line with the M & E goals and sector indicators

2.3 Report findings and formulate recommendations


Learning Outcome 2.1 Collect data according to the evaluation goals


Profession ethics related to data

collection

Data collection techniques

Desk review

Observation

Interview

Questionnaire

Focus group

Data collection process

Identification of types of

data

Target respondents

Collect data/

administration

o In different groups, learners

will choose a technique in

accordance with selected

business and collect data in

their neighborhoods or

within the institution.

o Based on the previous

activity Learners will analyze

and interpret the collected

data respectively, interpret

based on the evaluation

standards.

- white board

- marker pens

- books

- computer

- flip chart

- a sample case

study



Proper collection of data according to the evaluation goals using the appropriate techniques



79 | P a g e


Written evidence

Performance evidence

Essay(extended answers)Essay(Short answers)


Task: Use different hand embroidery tools

Checklist Score

Yes No

Indicator 1: Professional ethics related to data collection are well identified

Confidentiality is identified

Privacy is identified

Informed consent is identified

Anonymity is identified

Indicator 2: Data collection techniques are well described

Desk review is described

Observation is described

Interview is described

Questionnaire is described

Focus group is described

Indicator 3: data collection process are properly applied

Identification of types of data is done

Target respondents are selected

Collect data/ administration is done

Observation

80 | P a g e

Learning Outcome 2.2- Analyze data using the appropriate tools and interpret results in line with the M & E goals and sector indicators.


Data analysis tools

numerical value data by

quantitative analysis

issues and incidents grasped

through qualitative analysis

Data interpretation/evaluation

standards

judgments based on each of

the five evaluation

criteria:

relevance

effectiveness

efficiency

impact

sustainability

o In different groups, learners will

choose a technique in

accordance with selected

business and collect data in their

neighborhood or within the

institution.

o Based on the previous activity

Learners will analyze and

interpret the collected data

respectively, interpret based on

the evaluation standards.

- Computer

- Data

analysis

software

(SPSS)

- flip chart

- markers

- projector

- white

board

- pens

- note books



Proper analysis of data using the appropriate tools and interpretation of the results in line with the M & E goals and sector indicators




Proper analysis of data

using the appropriate

tools and interpretation

Proper analysis of data using the appropriate tools and

interpretation of the results in line with the M & E goals and

sector indicators

81 | P a g e

of the results in line with

the M & E goals and

sector indicators

Checklist Score

Yes No

Indicator1: Data analysis tools are properly identified

Quantitative analysis is identified

Qualitative analysis is identified

Indicator2: Data interpretation standards are properly explained

Relevance is explained

Effectiveness is explained

Efficiency is explained

Impact is explained

Sustainability is explained

Observation

82 | P a g e

Learning Outcome 2.3- Report findings and formulate recommendations.


Report tool/template

Goals

Planned activities

Achievements

Constraints

Proposed solutions

Report/Data presentation

Graphics

Tabulation

Info graphics

Power point

Key elements to write a report

Avoiding redundancy.

keeping the length of the main

part

Being sure to make a summary

of the evaluation results.

Writing a report using specific

expressions in a simple

manner, emphasizing issues to

be conveyed.

Avoiding using technical terms

too often.

Using tables and figures in an

appropriate and simple

manner when explaining data,

so that the readers can receive

messages to be conveyed

through the data.

o Based on the previous

activity, Learners/groups will

write report findings and

formulate relevant

recommendations.

- Samples of

report

template

- computer

- pens

- books

83 | P a g e

Stating the limitation of the

evaluation study.

Providing the grounds for

judgments in the evaluation of

survey results.

Stipulating the sources of

quoted data.

Placing the evaluation grid,

contents of the questionnaire,

and collected data in an

appendix.



Appropriate reporting of findings and formulation of recommendations according to data results against baseline using the recommended template




Product evidence

Product observation checklist

Checklist Score

Yes No

Indicator1: Reporting tool/tamplate is properly selected

Goals are identified

Planned activities are identified

Achievements are identified

84 | P a g e

Constraints are identified

Proposed solutions are highlighted

Indicator2: Report/Data presentation is Done

Graphics are used

Tabulation is used

Info graphics are used

Power point is used

Indicator3: Key elements to write a report are explained

Redundancy is avoided

Length of the main part is kept

Specific expressions are explained

Observation

85 | P a g e

LEARNING UNIT 3 – MAKE AN INFORMED DECISION

Learning Outcomes:

3.1. Analyze and review recommendations in line with the

business goals and identified specific problem.

3.2. Select the best decision.

3.3. Design an implementation plan in accordance with the

decision made


Learning Outcome 3.1: Analyze and review recommendations in line with the business goals and identified specific problem.


Recommendations analysis

Relevance

Implementation scenario

Human resources

Timeframe

Costs, Means and conditions

Effect, Impact

Effectiveness

Feasibility

o Learners will be

given different case

analysis’ results

with

recommendations

then they are asked

to analyze and

review it and make

presentation.

- Books

- Notebook

- Projector

- Pictures

- Computer

- White board

- Sample of Case

analysis results



Proper analysis and review of recommendations in line with the business goals and identified specific problem



86 | P a g e


Written evidence

Essay(short responses)

Task: Case study analysis and review of recommendations

exercises

Checklist Score

Yes No

Indicator 1: Proper analysis and review of recommendations is done

List of alternatives is done

Match the business goals is done

Pros (benefits) and cons (risks) of the options are identified

Uncertainties associated with the decision are identified

Feasibility is analysed

Relevance is analysed

Observation

Learning Outcome 3.2: Select the best decision.


Decision making

approaches

Up down

Bottom up

Decision making process

Defining the problem

Gathering information

and collecting data

Developing and

weighing the options

o Learners brainstorm on

decision making skills in

groups

o Reference to activity from

learning outcome

2.3,Learners will be asked

to select the best decision

and provides facts

- Books

- Notebook

- Projector

- Pictures

- Computer

- White board

- Report

findings/Recommen

dation from

Learning outcome

87 | P a g e

Choosing best possible

option

Plan and execute

Take follow up action

2.3



Proper choice of the decision in regard to predetermined criteria and assessment of various generated alternatives.




Written evidence

Essay(short answers)

Checklist Score

Yes No

Indicator1: Decision making approaches are explained

Up down is explained

Bottom up is explained

Indicator2: Decision making process is described

The problem is defined

Information and collecting data is gathered

Developing and weighing the options is defined

Choosing best possible option is explained

Plan and execute is explained

Take follow up action is explained

Observation

88 | P a g e

Learning Outcome 3.3: Design an implementplan in accordance with the decision made


Implementation plan

Activities

Resources

Timeframe

Risks and risk Mitigation

o Reference to a previous

activity, Learners will

design implementation

plan using appropriate tool

such as Gantt chart and

have a plenary

presentation.

- Books

- Notebook

- Projector

- Pictures

- Computer

- Scenarios

- Project

implementation

planning tools



Appropriate implementation, supervision and evaluation of the decision made in accordance to the business goals work




Performance

evidence

Written evidence

Simulation observation checklist

True /galse questions

Matching questions

Checklist Score

Yes No

Indicator 1 :

Implementation plan

Empowering individuals

89 | P a g e

Level of decision making and implementation

Independence

Competence

Professional Judgment

Efficiency

Effectiveness

Reporting

Observation

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LEARNING UNIT 4 – CONDUCT BUSINESS AUDIT

Learning Outcomes:

4.1 Plan for audit in line with the business needs

4.2 Review relevant documents and consult with concerned

people according to audit plan

4.3 Analyze business logic to match the established standards

4.4 Report audit findings and recommendations to the

management team


Learning Outcome 4.1: Plan for audit in line with the business needs


Audit

Meaning

Types of audit

Audit plan

Meaning

Objectives

Benefits

Factors to be considered

Steps


scenario and asked to

determine which type of

audit and to make an

audit plan that contains

factors to be considered

during the audit

- Books

- Notebook

- Projector

- Computer



Proper Planning of business audit in line with business requirements




Product evidence

Product checklist

91 | P a g e

Checklist Score

Yes No

Indicator:

Meaning is defined

Objectives are set

Benefits are identified

Factors to be considered are indicated

Observation

Learning Outcome 4.2: Review relevant documents and consult with concerned people according to audit plan


Reviewing relevant

documents

Identifying relevant

documents

Requesting basic

business documents

Consulting with concerned

people

Meeting with concerned

people

Seeking for clarification

on identified issues

o Brainstorming on relevant

documents

o Group discussion on

relevant document and

consultation methodology

o Role play on relevant

document and

consultation methodology

o Analysis of a case study

- Books on auditing

- Sample of a case

study

- Possible documents :

Business plan, strategic

plan, operations manual,

HR manual,)



Proper reviewing of relevant documents and consultation with concerned personnel according to audit plan

92 | P a g e




Written evidence

Product evidence

Essay& Cases study


Sentence completion

Product checklist

Checklist Score

Yes No

Indicator : review of relavant documents is effectively done

basic business documents are idenfied

basic business documents are requested

shortcoming and weakness in the existing materials are identified

Indicator : consultancy of concerned peaples is well done

Observation

Learning Outcome 4.3: Analyse business logic to match the established standards


Business model canvas

Purpose

Basic components

Steps involved in

designing Business

model canvas

o Learners are given a sample of

a business model and have a

group discussion.

o In small groups, Learners will

be facilitated in carrying out

business field visits to

- Sample of a

business model

canvas

- Projector

- Computer

- Whiteboard

93 | P a g e

Making business

benchmarking

companies to acquire

knowledge in business

standards

o Learners will fill own or any

business model canvas

according to the experience

acquired from field visits

o In small groups, learners are

asked to make presentations

in plenary session.

- Marker

- Blackboard

- Chalks



Proper analysis of business logic to match the established standards




Written evidence

Product evidence

Essay& Cases study


Checklist Score

Yes No

Indicator: business model canvas is properly developed

business vision

core business activity

Determination of efficient business model canvas indicators

Indicator : Business benchmarking is made

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Observation

Learning Outcome 4.4: Report audit findings and recommendations to the management team


Audit report procedures

Audits findings

presentation

Audit

recommendations

formulation

Types of audit reports

Audit report presentation

A sample of audit report

template

o Brainstorming

o Based on the previous activity,

learners will write a report

findings and formulate

relevant recommendations

o Group discussion

o Role play

- Sample of audit

report template

- Flip chart

- Marker pen

- Books

- Computer

- Case study

- Paper

- Pen

- Chair

- Table



Appropriate reporting of audit findings and recommendations to the management team




Product evidence

Written

Written report

True/ false questions

Product checklist

95 | P a g e

Checklist Score

Yes No

Indicator: audit report is well prepared

Findings of analyzed documents are presentated

Recommendations are formulated

Reporting formatting is respected

audit report is presented

Observation

References:

1. Edgcomb, S. B. (1992). Monitoring and Evaluation Small Business Project: A Step by Step

Guide For Private Development Organizations. USA: Library of Congress Cataloging in-

Publication data.

2. Palffy, G. (2015). How Companies Work. New York: Penguin Random House .

3. Robert Hisrich, M. P. (2013). Enterpreneurship. United States of America: McGraw-Hill.

4. Tony Towle, D. D. (1996). The Young Entrepreneur's Guide to Starting and Running a

Business. New York: National Foundation for Teaching Entrepreneurship, Inc.

5. VandenBos, G. R. (2010). Publication Manual of the American Psychological Association.

Washington: APA.

6. Thanka, S. (2010). Entrepreneurial Development. New Delhi: S.Chand & Company

publisher. Baird, l. a. (1983). Menshing human resource planning with strategic business

planning and model approach; vol.60 prt 5sep/Oct pp 14-25.

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Manage workplace environmental impact

REQF Level: 7 Learning hours

40

Credits: 4

Sector:

All

Sub-sector: All


Purpose statement

This module describes the knowledge, skills and attitudes required to manage

workplace environmental management.Throughout this module, leaners will be able

to describe environmetal management, to assess environmental impact and to

control human projects impact on environment.

CCMEM701-WORKPLACE ENVIRONMENTAL MANAGEMENT

CCMEM701

97 | P a g e


N/A



Performance criteria describe the required performance needed to demonstrate




1. Describe environmental

management

1.1. Explain clearly the basics of environmental

management in accordance with environmental

management tools

1.2. Describe properly the environment of earth

refer toenvironmental geography

1.3. Describeproperly Rwanda’s environmetal

features refer to Rwanda environmental policy

2. Assess environmental impact

2.1 Determine effectively environmental

aspects,impact and implications forrwandan

society refer to ISO 14001 environmental aspects

2.2 Conduct effectively the environmental Impact

Assessment in line with national environment

policy

2.3 Develop properly EIA report according to the

terms of reference that the project is subjected to

3. Control human projects impact on

environment

3.1 Adapt properly the planned project

toenvironment for its managementbased on type

project and its impact to environment

3.2 Control efficiently pollution refer to waste

treatment technology

3.3 Apply properly climate change mitigation

98 | P a g e

measures in line with national environment and

climate change policy.

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LEARNING UNIT 1 - DESCRIBE ENVIRONMENTAL MANAGEMENT

Learning Outcomes:

1.1. Explain the basics of environmental management

1.2. Describethe environment of earth

1.3. Describe Rwanda’s environmetal features


Learning Outcome 1.1: Explain the basics of environmental management


Environmental management

Key terms

Environment

Management

Environmental

management

Enviromental policy

Characteristics of

enviromental

management

Purpose environmental

management

Advantages to undertake

environmental

management

Types of environment

Natural

Industrial

Social

Constituents of

environment

Physical elements

o Discussion on key terms of

environment management

o Discussion on Characteristics of

enviromental management

o Discussion on Purpose

environmental management

o Discussion on advantages to

undertake environmental

management


environment


environmental management

o Presentation on environmental

principles

- Reference books

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil

- Video

- Photos

- Posters

-

100 | P a g e

Biological elements

Cultural elements

Types of environmental

management

The construction

environmental

management plan

The operations

environmental

management plan

The decommissioning

environmental

management plan

The Principles of

Environmental Management

Polluter Pays Principle

(PPP)

The User Pays Principle

(UPP)

The Precautionary

Principle (PP)

Principle of Effectiveness

and Efficiency

The Principle of

Responsibility

The Principle of

Participation

The principle of

proportionality


tools

101 | P a g e

Environmental

management systems

Environmental auditing

Environmental labelling

Lefe cycle assessment

Environmental indicators

Environmental policies

Eco-balances

Environmental reporting

Environmental charters



Explain clearly the basics of environmental management in accordance with environmental management tools

Assessor may collect among the following evidences and makejudgements on whether the

performance criterion hasbeen achieved or not.


- Written evidence

- Oral evidence


- True-False questions

- Matching

- Essay questions(short responses/ extended responses)

- Records of questions asked by assessor and response of

trainee

Task: Briefly, explain the main elements of environmental

management

102 | P a g e

Checklist Score

Yes No

Indicator 1: Environmental management iswell explained

Environment is explained

Management is explained

Environmental management is explained

Enviromental policy is explained

Characteristics of enviromental managemet are explained

Purpose environmental management are explained

Advantages to undertake environmental management are explained

Indicator 2: Types of environment are well explained

Naturalis explained

Industrialis explained

Socialis explained

Indicator 3: Constituents of environment are well explained

Physical elements are explained

Biological elements are explained

Cultural elements are explained

Indicator 3: Types of environmental managementarewell explained

The construction environmental management plan is explained

The operations environmental management plan is explained

The decommissioning environmental management plan is explained

Indicator 4: The Principles of Environmental Management are well explained

Polluter Pays Principle (PPP) is explained

The User Pays Principle (UPP) is explained

The Precautionary Principle (PP) is explained

Principle of Effectiveness and Efficiency is explained

The Principle of Responsibility is explained

The Principle of Participation is explained

The principle of proportionality is explained

Indicator 5: The Environmental Management Tools are well explained

103 | P a g e

Environmental management systems is explained

Environmental auditing is explained

Environmental labelling is explained

Lefe cycle assessment is explained

Environmental indicators is explained

Environmental policies are explained

Eco-balances are explained

Envrironmental reporting is explained

Environmental charters is explained

Observation

Learning Outcome 1.2: Describe the environment of earth


Earth environment

Key terms

Environment

Earth

Environnment of earth

Components:

Atmosphere(Air)

Definition

Composition

Structure

Advantages

Hydrosphere(Water)

Definition

Composition

Structure

Advantages

Lithosphere(Land)

o Discussion on definition key

terms

o Discussion on atmosphere

o Discussion on hydrosphere

o Discussion on lithosphere

o Discussion on biosphere

- Reference

books

- Handout

notes

- White/chalk

Board

- Markers/Cha

lks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper

scotches

- Papers

- Pens / Pencil

104 | P a g e

Definition

Composition

Structure

Advantages

Biosphere(Living things)

Definition

Composition

Structure

Advantages

- Video

- Photos

- Posters

- Maps

-



Describe properly the environment of earth refer to environmental geography



Types of evidence Portfolio assessmenttools

- Written evidence

- Oral evidence



- Matching



trainee

Task: Describe the four main spheres of the earth

Checklist Score

Yes No

Indicator 1: Key terms are well defined

Environment is defined

Earth is defined

105 | P a g e

Environment of earth is defined

Indicator 2: Components of environment earth are well described

Atmosphere (Composition and structure)is described

Hydrosphere(Composition and structure)is described

Lithosphere(Composition and structure) is described

Biosphere(Composition and structure)is described

Observation

Learning Outcome 1.3: Describe Rwanda’s environmental features


Natural environment

Geographical features

Relief

Climate

Hydrography

Vegetation

Natural resources and Soil

features

Wetlands

Forests and protected

areas

Human enviroment

Socio-demographic and

economic features

Economic aspect

Human settlement

o Discussion on the

meaning of

environmental features

o Discussion

onGeographical features

in Rwanda

o Individual work on

identification of natural

resources in Rwanda

o Discussion on Socio-

demographic and

economic features

- Reference books

- Handout notes

- Geographicmap of

Rwanda

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil

- Video

- Photos

- Posters

- Maps

106 | P a g e



Describe appropriately Rwanda’s environmetal features refer to Rwanda environmental policy




- Written evidence

- Oral evidence

- Product evidence



- Matching



trainee


Task: Describe Rwanda’s natural and human environment

Checklist Score

Yes No

Indicator 1: Geographical features are well described

Relief isdescribed

Climate isdescribed

Hydrography isdescribed

Vegetation isdescribed

Indicator 2: Natural resources and Soil features are described

Wetlands aredescribed

Forests and protected areas are described

Indicator 3: Socio-demographic and economic features are described

Economic aspect isdescribed

Human settlement isdescribed

107 | P a g e

Observation

108 | P a g e

LEARNING UNIT 2 – ASSESS ENVIRONMENTAL IMPACT

Learning Outcomes:

2.1. Determine the environmental impact

2.2. Conduct environmental Impact Assessment

2.3. Develop Environmental Impact Assessment (EIA) report


Learning Outcome 2.1: Determine the environmental impact


Key terms

Environmental aspects

Environmental impact

Categories of environmental

aspects

Emissions to air

Pollution of land

Discharge of water

Use of materials/natural

resources

Solid waste

management

Hazardous waste

Categories of environmental

impact

Global warming

Ozone depletion

Acidification of soil and

water

Eutrophication

Photochemical smog

Depletion of abiotic

resources-elements

o Discussion on the key terms

of enviromental impact

o Discussion on Categories of

environmental aspects

o Discussion onCategories of

environmental impact

o Practice on determination of

environmental aspects and

impacts implications for

society by applying

Procedures for determining


impacts

- Reference books

- Sampleproject

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil

- Video

- Photos

- Posters

109 | P a g e

Depletion of abiotic

resources-fossil fuels

Human toxicity

Fresh water aquatic

ecotoxicity

Marine aquatic

ecotoxicity

Terrestrial ecotoxicity

Water pollution

Air pollution

Procedures for determining


impacts

Identify the process

associated with acivities

of workplace

Consider the potential

and actual impacts to the

environment from each

process and sub-process

Identify the

envirnomental aspects as

the source of each impact

to the environment

Identify legal

requirements

Identify the potential for

emergency situations

Consider the

environmental aspects

associated with legal

110 | P a g e

requirement

Consider the ease of

changing the

environmental impacts



Determine properly the environmental impact in line with Environmental Impacts , ISO 14001 , ISO 14001:2015




- Written evidence

- Oral evidence

- Product evidence



- Matching



trainee


Task: Refering to your planned project,determine the

environmental aspects, impacts and implications in your

working place.

Checklist Score

Yes No

Indicator 1: Key terms are well explained

Environmental aspects are explained

Environmental impact are explained

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Indicator 2: Categories of environmental aspects are well explained

Emissions to air is explained

Pollution of land is explained

Discharge of water is explained

Use of materials/natural resources is explained

Solid waste management is explained

Hazardous waste is explained

Indicator 3: Categories of environmental impacts are well explained

Global warming is explained

Ozone depletion is explained

Acidification of soil and water is explained

Eutrophication is explained

Photochemical smog is explained

Depletion of abiotic resources-elements is explained

Depletion of abiotic resources-fossil fuels is explained

Human toxicity is explained

Fresh water aquatic ecotoxicity is explained

Marine aquatic ecotoxicity is explained

Terrestrial ecotoxicity is explained

Water pollution is explained

Air pollution is explained

Global warming is explained

Indicator 4: Procedures for determining environmental aspects and impacts are well

used

The process associated with activities of workplace is identified

the potential and actual impacts to the environment from each

process and sub-processare considered

The envirnomental aspects as the source of each impact to the

environmentare identified

Legal requirementsare identified

The potential for emergency situations are identified

112 | P a g e

The environmental aspects associated with legal requirement are

considered

The ease of changing the environmental impacts are considered

Observation

Learning Outcome 2.2: Conduct environmental Impact Assessment


Environmental Impact Assessment

Meaning

Purpose

Importance

The major environmental issues

surrounding our environment:

Climate Change and global

warming

Pollution of air,

Deforestation,

Industrialization

Overfilling landfills

Greenhouse gases

Water pollution

Improper sewage disposal

Oil spills

Disposal of chemical

Radioactive waste

Plastic pollution

Loss of biodiversity and Land

Use

Biological resources

Types of EIA Principles

o Discussion on the

environmental Impact

Assessment

o Presenntation on the

major environmental

issues surrounding our

environment

o Discussion on types of EIA

Principles

o Discussion on types of EIA

Principles

o Discussion on Steps of the

EIA process

o Practice on use of Steps

of the EIA process for

planned project to

conductenvironmental

Impact Assessment

- Reference books

- Handout

- Sampleplannedpr

oject

- White/ChalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil

- Video

- Photos

-

113 | P a g e

Polluter Pays Principle(PPP)

The Precautionary

Principle(PP)

Steps of the EIA process

Project proposal

Screening

Scoping

Impact assessment and

Mitigation

Impact management


statement( EIS)

EIS Review& Licensing

Monitoring



Conduct effectively the environmental Impact Assessment in line with national environment policy




- Written evidence

- Oral evidence

- Product evidence



- Matching



trainee


Task: Refering to your planned project, carry-out an EIA for

114 | P a g e

identifying,predicting and evaluatingpotential .environmental

impacts of projects as per the project cycle.

Checklist Score

Yes No

Indicator 1: Environmental Impact Assessment is well explained

Environmental Impact Assessmentis explained

Purpose of Environmental Impact Assessment is explained

Importance of Environmental Impact Assessmentis explained

Indicator 2: The major environmental issues surrounding our environment are mentioned

Climate Change and global warming are mentioned

Water pollution is mentioned

Loss of biodiversity and Land Use are mentioned

Indicator 3: Types of EIA Principlesare explained

Polluter Pays Principle(PPP)are explained

The Precautionary Principle(PP) are explained

Indicator 4: Steps of the EIA process are applied

Project is proposed

Screening is done

Scoping is done

Impact assessment and Mitigation are done

Impact management is done

Environmental impact statement( EIS) is done

EIS Review& Licensing is done

Monitoring is done

Observation

115 | P a g e

Learning Outcome 2.3: Develop EIA report


EIA report

EIA report meaning

Purpose of developing EIA

report

Advantages of developing EIA

report

Approach for developing EIA

report:

Structure information

Interprete the material

collected

Structure of EIA report format

Table of contents

Acronyms and abbreviations

Executive summary

General information

Project and alternatives

description

Environmental setting

Assessment of impacts

Mitigation and monitoring

measures


plan

Commitment statement

Annexes

o Discussion on EIA report

o Discussion on approach for

developing EIA report

o Discussion on Structure of

EIA report format

o Practice on developing a

EIA report

- EIA report

sample

- Report template

- Report format

- Reference books

- Handout

- White/ChalkBoa

rd

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil

116 | P a g e



Develop properly EIA report according to the terms of reference that the project is subjected to




- Written evidence

- Oral evidence

- Product evidence



- Matching



trainee


Task: Write a EIA report based on the environmental impact

assessment of your planned project conducted

Checklist Score

Yes No

Indicator 1: EIA reportis well explained

EIA report is is define

Purpose of developing EIA report is explained

Advantages of developing EIA report are explained

Indicator 2: Approaches for developing EIA reportare explained

Structure informationis explained

Interprete the material collected is explained

Indicator 3: Structure of EIA report format is applied

Table of contents is done

Acronyms and abbreviations are done

117 | P a g e

Executive summary is done

General information is provided

Project and alternatives description are metioned

Environmental setting is stated

Assessment of impacts is specified

Mitigation and monitoring measuresare metioned

Environmental management plan is specified

Commitment statement is metioned

Annexes are provided

Observation

118 | P a g e

LEARNING UNIT 3 - CONTROL HUMAN PROJECTS IMPACT ON ENVIRONMENT

Learning Outcomes:

3.1. Adapt the project to environment for its management

3.2. Control environmental pollutions

3.3. Apply climate change mitigation measures


Learning Outcome 3.1: Adapt the planned project to environment for its management


Project activities and its

impact on environment

Nature of project

Dimensions of the

environment

Components(physical

ad socio-economic)

Scale/space

Time

Nature of impact

Ways to protect environment

Reduce,reuse and recycle

Plant tree

Consume less

Compost

Upcycle more

Use fewer chemicals

Walk,bike or carpool

Conserve electricity

Use long lasting light

bulbs

Turn off your device

Use natural sunscreen

o Discussion on Project

activities and its impact on

environment

o Practiceonidentification

ofProject activities and its

impact on environment

o Discussion on Ways to protect

environment


adaptation of the planned

project to environment for its

management by using Ways

to protect environment

- Reference books

- Handout

- Sample project in

related area

- White/ChalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil

-

119 | P a g e

Choose sustainable

Spend time in your

garden

Conserve water



Adapt properly the planned project to environment for its management based on type project and its impact to environment




- Written evidence

- Oral evidence

- Product evidence



- Matching



trainee


Task: Link activities of your planned project to the

environment by showing how you will protect the

environment concerningthe nature of your project and its

impact

Checklist Score

Yes No

Indicator 1: Project activities and its impact on environment are identified

Nature of project is identified

Dimensions of the environment are identified

Nature of impact is identified

120 | P a g e

Indicator 2: Ways to protect environment are well used

Reduce,reuse and recycle is used

Plant tree is used

Consume less is used

Compost is used

Upcycle more is used

Use fewer chemicals is used

Walk,bike or carpool is used

Conserve electricity is used

Use long lasting light bulbs is used

Turn off your device is used

Use natural sunscreen is used

Choose sustainable is used

Spend time in your garden is used

Conserve water is used

Observation

Learning Outcome 3.2: Control environmental pollutions


Pollution

Meaning

Disadvantages

Types of environmental pollution:

Air pollution

Water pollution

Noise pollution

Thermal pollution

Land pollution

Radioactive pollution

Causes and effects of :


environmental pollution

o Presentation on causes and

effects of each type of


o Case studyon controlling

environmetal pollution by

applying ways to control


- Reference books

- Handout

- White/ChalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

121 | P a g e

Air pollution

Water pollution

Noise pollution

Thermal pollution

Land pollution


Ways to control environmental

pollution:

Air pollution

Preventive technique

Effluents control

Water pollution

Physical treatment

Chemical treatment

Biological treatment

Noise pollution

Silencers

Noise absorbing

materials

Muffs and ear plugs

Soundproof windows

Planting trees

Thermal pollution

Cooling ponds

Cooling towers

Spray ponds

Artificial lake

Land pollution

Preventing or reducing

waste generation

Recycling

- Pens / Pencil

-

122 | P a g e

Incineration

Compositing

Sanitary landfill

Plasma gasification


Radiation exposure

protection

Radiation contamination

protection

Controlled area

Collection,storage on

disposal



Control efficiently environmental pollutions refer to waste treatment technology




- Written evidence

- Oral evidence

- Product evidence



- Matching



trainee


Task: Prepare a case study showing how you can protect

environment against pollution

123 | P a g e

Checklist Score

Yes No

Indicator 1: Pollution is explained

Pollution is defined

Disadvantages is explained

Indicator 2: Types of environmental pollution are explained

Air pollution is explained

Water pollution is explained

Noise pollution is explained

Thermal pollution is explained

Land pollution is explained

Radioactive pollution is explained

Indicator 3: Causes and effects of environmental pollution are mentioned

Causes and effects of Air pollution are identified

Causes and effects of Water pollutionare identified

Causes and effects of Noise pollutionare identified

Causes and effects of Thermal pollution are identified

Causes and effects of Land pollutionare identified

Causes and effects of Radioactive pollutionare identified

Indicator 4: Ways to control environmental pollution are applied

Preventive technique&Effluents controlforAir pollutionare done

Physical treatmen, Chemical treatment and Biological

treatmentforWater pollutionare done

Silencers, Noise absorbing materials, Muffs and ear plugs, Soundproof

windows and Planting trees for Noise pollutionare done

Cooling ponds,Coolingtowers,Spray ponds and Artificial lake for

Thermal pollutionare done

Preventing or reducing waste generation, Recycling,Incineration,

Compositing,Sanitary landfill and Plasma gasification for Land

pollutionare done

Radiation exposure protection,Radiation contamination

124 | P a g e

protection,Controlled area,Collection,storage on disposal for

Radioactive pollutionare done

Observation

Learning Outcome 3.3: Apply climate change mitigation measures


Climate change indicators

Surface temperature

Greenhouse gases(GHGs) and

Ozone

Socio-economic implication of

climate change

Natural disasters and human

mobility

Environmental and health

impact

Mitigation technology and

practices by sector

Energy

Transport

Buildings

Industry

Agriculture

Forestry

Waste

o Presentation on climate

change indicators

o Discussion on Socio-

economic implication of

climate change

o Discussionon mitigation

technology and

practicebysectorthrough

interaction with

invitedguests

o Case study onapplication

of climate change

mitigation measures

refer to mitigation

technology and practice

by sector

- Reference books

- Handout

- Sample of

mitigation

technology and

practice

- White/ChalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil



Apply properly climate change mitigation measures in line with national environment and climate change policy

125 | P a g e




- Written evidence

- Oral evidence

- Performance

evidence

- Product evidence



- Matching



trainee


Task: Prepare a scenario in your sector showing how climate

change mitigation measures can be applied

Checklist Score

Yes No

Indicator 1: Climate change indicators are identified

Surface temperature is identified

Greenhouse gases(GHGs) and Ozone are identified

Indicator 2: Socio-economic implication of climate change are identified

Natural disasters and human mobility are identified

Environmental and health impact are identified

Indicator 3: Mitigation technology and practices by sector are applied

Mitigation technology and practices for Energy are used

Mitigation technology and practices for Transportare used

Mitigation technology and practicesfor Buildingsare used

Mitigation technology and practices for Industryare used

Mitigation technology and practices for Agricultureare used

Mitigation technology and practices for Forestryare used

Mitigation technology and practicesfor Wasteare used

Observation

126 | P a g e

References:

1. GoR (2018). National environmental and climate change policy. Kigali. Ministry of

environment

2. REMA (2011). Assessment of e-wastes status and trends in Rwanda and development of

Recommendations for the prevention and management of e-waste.Kigali, Rwanda

Environment Management Authority.

3. REMA (2015). Rwanda - State of Environment and Outlook Report 2015: Greening

agriculture with resource efficient, low carbon and climate resilient practices. Kigali,

Rwanda Environment Management Authority.

4. REMA (2018). Inventory of Sources of Air Pollution in Rwanda: Determination of Future

Trends and Development of National Air Quality Control Strategy. Kigali, Rwanda

Environment Management Authority.

5. RURA (2018). Radiation protection. Kigali, Rwanda Utilities Regulatory Authority.

6. REMA (2007). EIA Guidelines.

7. Neil,C. (2008). The international law of Environmental Impact Assessment. University press

8. Modak P, Biswas AK. Conducting environmental impact assessment for developing countries.

New York: United Nations University Press; 1999.

9. Rwanda stones Ltd Co. (2011). Rwanda Stones & Construction (RSC) Ltd Co environmental

impact assessment (EIA) report for. August.

10. Roe, D., Nelson, F., and Sandbrook, C. (eds.) . (2009). Community management of natural

resources in Africa: Impacts, experiences and future directions, Natural Resource Issues No.

18, International Institute for Environment and Development, London, UK.

11. Corner, R., & Environment, L. (2015). Guidelines on the application of the environmental

impact assessment procedure in aquaculture in the Central Asia and Caucasus region (Issue

November).

12. Components, K., & Assessments, S. E. (2016). Assessments and Strategic Environmental

Assessments.

13. Applications, S., Corporation, I., Church, F., For, C., & Reviewers, N. (1995). U .S.

Environmental Protection Agency Office of Federal Activities. January.

127 | P a g e

14. Momtaz, S., &ZobaidulKabir, S. M. (2013). Evaluating environmental and social impact

assessment in developing countries evaluating environmental and social impact assessment

in developing countries Library of Congress Cataloging-in-Publication Data.

15. Coker, A. O. (2011). Environmental Pollution: Types, causes, impacts, and management for

the health and socio-economic well-being of Nigeria. The University of Ibadan. Ibadan, 1-23.

16. Iijima, N. (1993). Environmental Pollution Control Measures. Japan’sExperience in Public

Health and Medical Systems, 145–164. https://doi.org/10.1016/S1574-0099(03)01011-8

17. REMA. (2012). Guidelines for Environmental Impact Assessment (Eia) for Mining Projects in

Rwanda.

18. IPCC (2007). Fourth Assessment Report: Climate Change 2007: Working Group

19. II: Impacts, adaptation and Vulnerability.

20. Butan. (2011). Environmental management tools & techniques – National Capacity Self

Assessment Project. 1–3.

128 | P a g e

CSTGE701 Apply basic geotechnical engineering


120

Credits: 12

Sector:

Construction and Building Services


Issue date: October,2020

Purpose statement

This module is designed for students pursuing Advanced Diploma courses in Construction

Technology. It describes the skills, knowledge and attitudes required to apply basic

geotechnical engineering.

At the end of the module, students will be able to perform geotechnical investigations,

analyse foundations, retaining walls and slope stability failures.

CSTGE701- BASIC GEOTECHNICAL ENGINEERING

129 | P a g e


N/A







1. Perform geotechnical

investigation

1.1. Proper identification of subsurface soil investigation

objectives according to the structure to be constructed

1.2. Adequate planning of subsurface soil investigation

according to the structure to be constructed

1.3. Effective description of subsurface soil investigation

methods according to Eurocode 7

1.4. Proper performance of soil sampling as per Eurocode 7

1.5. Appropriate performance of in situ tests according to

Eurocode 7

2. Analyze shallow

foundations

2.1. Proper identification of shallow foundation types

2.2. Effective analysis of bearing capacity under shallow

foundations according to Eurocode 7

2.3. Proper analysis of settlement of shallow foundations

according to Eurocode 7

2.4. Appropriate performance of consolidation test


3. Analyze deep

foundations

3.4. Proper identification of deep foundation types

3.5. Effective description piling equipment and installation


3.6. Appropriate analysis of pile foundation according to to

Eurocode 7

3.7. Proper Description of pile load tests according to

130 | P a g e

Eurocode 7

4. Analyze retaining

wall

4.1. Proper description of retaining wall types

4.2. Effective analysis of lateral earth pressure according to

Eurocode 7

4.3. Appropriate analysis of retaining wall stability according

to Eurocode 7

5. Analyze slope

stability

5.1. Proper identification of factors controlling slope failure


5.2. Effective dption of slope failure types according to

Eurocode 7

5.3. Appropriate description of slope stability analysis

methods according to Eurocode 7

5.4. Accurate calculation of Factor of Safety (FOS)

5.5. Effective application of slope stability analysis by Limit

equilibrium method

131 | P a g e

LEARNING UNIT 1: PERFORM GEOTECHNICAL INVESTIGATION

Learning Outcomes:

1.1. Identify subsurface soil investigation objectives

1.2. Plan for subsurface soil investigation

1.3. Describe subsurface soil investigation methods

1.4. Perform soil sampling

1.5. Perform in situ tests

Learning hours: 24 hours

Learning Outcome 1.1: identify subsurface soil investigation objectives


Samples for basic properties of

subsurface soil

Compressibility

Strength

Chemical properties

Physical properties

Hydrological condition

Soil strata distribution

Depth

Soil type

soil color

Bedrock

Soil layer size

Groundwater conditions

Ground water level

Depth of ground water

table

Pressure

Geologic hazards

Unstable slopes hazards

Faults hazards

o Discussion on geologic

hazards

o individual presentation

on specific assignments

o Individual research on

soil strata distribution

- Projector

- Computer /Laptop

- Tablet

- Smart board

- White board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

- Internet

132 | P a g e

Ground subsidence hazards

Flood plains hazards

Regional seismicity hazards



Proper identification subsurface soil investigation objectives according to the structure to be constructed.




- Written evidence

- Oral evidence



- True or false questions

- Sentence completion questions

- Essay (short responses, extended responses)

- Record of questions asked by assessor and responses

of trainee

Checklist Score

Yes No

Indicator 1: Samples for basic properties of subsurface soil are well obtained

Compressibility samples are obtained

Strength samples are obtained

Chemical properties samples are obtained

Physical properties samples are obtained

Hydrological condition samples are obtained

Indicator 2: Soil strata distribution is properly identified

Depth is identified

Soil type is identified

133 | P a g e

Soil color is defined

Bedrock is identified

Soil layer size is identified

Indicator 3: Groundwater conditions are effectively identified

Ground water level is identified

Depth of ground water table is identified

Pressure is identified

Indicator 4: Geologic hazards are accurately identified

Unstable slope hazards are identified

Fault hazards are identified

Ground subsidence hazards are identified

Floodplain hazards are identified

Regional seismicity hazards are identified

Observation

Learning Outcome 1.2: Plan for subsurface soil investigation


Site reconnaissance

Site access evaluation

Existing utilities evaluation

Surface soils evaluation

Surface drainage

evaluation

Terrain type (level, sloping,

rolling and mountainous

grounds)

Past investigations (existing

boreholes, core holes, and

evidence of past blasting

operations)

o Discussion on

subsurface investigation

o Individual presentation

on specific assignments


Site reconnaissance

- Projector

- Computer /Laptop

- Tablet

- Smart board

- White board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

134 | P a g e

Desk study

Topographic data

Geologic data

hydrology data

Subsurface investigations

Remote sensing

Geophysical investigations

Disturbed soil sampling

In-situ testing

Undisturbed soil sampling

Laboratory testing

Resources allocation

Equipment

Personnel (labor)

Money

Plans and specifications

Plans

Specifications

Aerial maps

Standards and guidelines

Local practice guidilines

AASHTO (t 86, t 203, t 206,

t 207, m 145,t 223)

ASTM (d 420, d 1194, d

1452, d 1586, d 1587, d

2487, d 2488, d 2573

- Internet



Adequate planning of subsurface soil investigation according to the structure to be constructed

135 | P a g e




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No

Indicator 1: Site reconThis can better fit in another rowaissance is well planned

Site access evaluation is planned

Existing utilities evaluation is planned

Surface soils evaluation is planned

Surface drainage evaluation is planned

Terrain type (level, sloping, rolling and mountainous grounds)

evaluation is planned

Past investigations (existing boreholes, core holes, and evidence of

past blasting operations) evaluation is planned

Indicator 2: Desk study is effectively planned

Published data search on topography is planned

Published data serach on geology is planeed

Published data serach on hydrology is planned

Indicator 3:Subsurface investigations are accuratelyplanned

Remote sensing is planned

Geophysical investigations are planned

Disturbed soil sampling is planned

136 | P a g e

In-situ testing is planned

Undisturbed soil sampling is planned

Laboratory testing is planned

Indicator 4: Resources are well allocated

Equipment are available

Personnel (labor) is available

Money is allocated

Indicator 5: Plans and specifications are properly planned for

Planns are available

Specifications are available

Aerial maps are available

Indicator 6: Standards and guidelines are well planned for

Local practice guidilines are available

AASHTO (t 86, t 203, t 206, t 207, m 145,t 223) are available

ASTM (d 420, d 1194, d 1452, d 1586, d 1587, d 2487, d 2488, d 2573

are available

Observation

Learning Outcome 1.3. Describe subsurface soil investigation methods


Geophysical methods

Seismic refraction from

surface

Seismic reflection

Electrical resistivity

Electrical conductivity

Gravimeter

Magnetometer

Ground-probing radar

Thermography

o Discussion on Dynamic

Cone Penetrometer test

o individual presentation on

specific assignments

o Individual research In-situ

testing methods

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

137 | P a g e

Test pit or trench excavation

Excavation by hand

Excavation by backhoe

Excavation by dozer

Excavation with shovels

Test pit procedures

Test Borings

Hand Augers

Hollow-Flight Augers

Wash Rotary Method

Rock Boring/Coring

In-situ testing methods

Standard Penetration Test

(SPT)

Dynamic Cone

Penetrometer (DCPT)

Cone Penetrometer Test

(CPT)

Pressuremeter Test

Field Vane Shear

Test(FVST)

Plate load test (PLT)

- Papers

- Duster

- Marker

- Power

extension

cable

- Internet



Effective description of subsurface soil investigation methods according to Eurocode 7



138 | P a g e


- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No

Indicator 1: Geophysical methods are well described

Seismic refraction from surface is described

Seismic reflection is described

Electrical resistivity is described

Electrical conductivity is described

Gravimeter is described

Magnetometer is described

Ground-probing radar is described

Thermography is described

Indicator 2: Test pit or trench excavation Is well described

Excavation by hand is described

Excavation by backhoe is described

Excavation by dozer is described

Excavation with shovels is described

Test pit procedures are described

139 | P a g e

Indicator 3: Test borings are effectively described

Hand Augers are described

Hollow-Flight Augers are described

Wash Rotary Method are described

Rock Boring/Coring are described

Indicator 4: In-situ testing methods are properly described

Standard Penetration Test (SPT) is described

Dynamic Cone Penetrometer (DCPT) is described

Cone Penetrometer Test (CPT) is described

Pressuremeter Test is described

Field Vane Shear Test is described

Plate load test (PLT) is described

Observation

140 | P a g e

Learning Outcome 1.4. Perform soil sampling


Sampling equipment

Split spoon samplers

Shelby tube samplers

Piston samplers

Pitcher barrel samplers

Miscellaneous equipment

Sampling disturbed soil samples

Sampling disturbed soil

sample procedures

Sample handling

Sample Transport

Sample storage

Sampling undisturbed soil

Sampling procedures

Sample handling

Sample Transport

Sample storage

o Discussion on sampling

equipment



- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

- Internet



Proper performance of soil sampling as per Eurocode 7



141 | P a g e


- Written evidence

- Oral evidence

- Performance

evidence







of trainee.


Task: Perform sampling of undisturbed soil sample

Checklist Score

Yes No

Indicator 1: Sampling equipments are well identified

Split spoon samplers are identified

Shelby tube samplers are identified

Piston samplers are identified

Miscellaneous equipment are identified

Indicator 2: Sampling disturbed soil samples is effectively performed

Sampling disturbed soil sample procedures are respected

Sample handling is done

Sample Transport is done

Sample storage is done

Indicator 3: Sampling undisturbed soil sample is properly performed

Sampling undisturbed soil sample procedures are respected

Sample handling is done

Sample Transport is done

Sample storage is done

Observation

142 | P a g e

Learning Outcome 1.5. Perform in situ tests


Standard penetration test (SPT)

SPT equipment set up

Perform SPT

Result interpretation

Cone penetrometer test (CPT)

CPT equipment setup

Perform CPT


Dynamic cone penetrometer test

(DCPT)

DCPTequipment set tup

Perform DCPT


Vane shear test (VST)

VSTequipment set tup

Perform VST


Plate load test (PLT)

PLTequipment set tup

PLT is conducted


o Discussion on standard

penetration test

o Individual work on specific

assignments

o Individual research on Cone

Penetrometer Test (CPT)

o Practical field test on DCPT

o Practical field test on Plate

load

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- Recordingshee

ts

- DCPT

equipment

- Plate load test

equipment

- Reference

books on soil

mechanics

- Chalks Papers

- Duster

- Marker

- Power

extension

cable

- Internet

- DCPT test

apparatus

- Plate load test

apparatus.

143 | P a g e



Appropriate performance of in situ tests according to to Eurocode 7




- Written evidence

- Oral evidence

- Performance

evidence







of trainee


Task: Perform dynamic cone penetrometer test.

Checklist Score

Yes No

Indicator 1: Standard penetration test (SPT) is well performed

SPT equipment is set up

SPT is conducted

Result interpretation is done

Indicator 2: Cone penetrometer test (CPT) is effectively performed

CPT equipment setup is done

CPT is done


Indicator 3: Dynamic cone penetrometer test (DCPT) is properly performed

Assessment of the function of structure is done

Assessment of loads to be transmitted is done

144 | P a g e

Subsurface soil conditions are well identified

Indicator 4: Vane shear test (VST) is well performed

VST equipment is set tup

VST is conducted


Indicator 5: Plate load test (PLT) ) is appropriately performed

PLTequipment is set tup

PLT is conducted


Observation

145 | P a g e

LEARNING UNIT 2. ANALYZE SHALLOW FOUNDATIONS

Learning Outcomes:

2.1. Identify shallow foundation types

2.2. Analysebearing capacity of shallow foundations

2.3. Analyse settlement of shallow foundations

2.4. Perform consolidation test


Learning Outcome 2.1. Identify shallow foundation types


key terms

Geotechnical engineering

Foundation

Foundation engineering

Function of foundation

Foundation types

Foundation types Based on

shape


load-dispersion


number of columns

supported

Choice of foundation type

Assessment of the function

of structure

Assessment of loads to be

transmitted

Subsurface soil conditions

are well

o Discussion on fuction of

foundation

o individual work on


- Projector

- Computer /Laptop

- Tablet

- Smart board

- White board/Black

board

- handouts

- Chalks Papers

- Duster

- Marker

- Power extension

cable

- Internet

146 | P a g e



Proper identification of shallow foundation types




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No


Geotechnical engineering is defined

Foundation is defined

Foundation engineering is defined

Indicator 2: Foundation types are effectively identified

Foundation types Based on shape are identified

Foundation types Based on load-dispersion are identified

Foundation types Based on number of columns supported are

identified

Indicator 3: Choice of foundation type is appropriatelydone

Assessment of the function of structure is done

Assessment of loads to be transmitted is done

Subsurface soil conditions are well identified

147 | P a g e

Observation

Learning Outcome 2.2.Analyse bearing capacity of shallow foundations


Basic terms

Bearing capacity (q)

Ultimate bearing

capacity(qult)

Gross ultimate bearing

capacity

Net ultimate bearing

capacity (qnet)

Safe bearing capacity (qs)

Gross safe bearing capacity

Allowable bearing

capacity(qall)

Analysis criteria

Adequate depth Df

Stability of the foundation

structure

Limiting settlement

Construction methods

Cost

Ground failure modes

General shear failure

Local shear failure

Punching shear

Factors affecting bearing

capacity

Nature of soil

o Discussion on ultimate

bearing capacity


assignments

o Practical exercises on

general bearing capacity

equation


general bearing capacity

equation

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power

extension

cable

- Internet

148 | P a g e

Nature of the foundation

Total and differential

settlement

Terzaghi’s bearing capacity

equation

Bearing capacity variables

Bearing capacity correction

factors

Factor of safety

Rectangular footing

Square footings

Circular footings

Effect of water table on

bearing capacity

General bearing capacity

equation

Meyerhof bearing capacity

equation

Bearing capacity correction

factors

shape factors



Effective analysis of bearing capacity under shallow foundations according to to Eurocode 7




- Written evidence



149 | P a g e

- Oral evidence

- Product evidence





of trainee


Task : Apply bearing capacity equation

Checklist Score

Yes No

Indicator 1: Basic terms are well defined

Bearing capacity (q) is well defined

Ultimate bearing capacity(qult) is well defined

Gross ultimate bearing capacity is well defined

Net ultimate bearing capacity (qnet) is well defined

Safe bearing capacity (qs) is well defined

Gross safe bearing capacity is well defined

Allowable bearing capacity(qall)

Indicator 2: Analysis criteria are well identified

Adequate depth Df is identified

Stability of the foundation structure is identified

Limiting settlement is identified

Construction methods are identified

Cost is identified

Indicator 3: Ground failure modes are effectivelyidentified

General shear failure is identified

Local shear failure is identified

Punching shear failure is identified

General shear failure is identified

150 | P a g e

Indicator 4: Factors affecting bearing capacity are well identified

Nature of soil is identified

Nature of the foundation is identified

Total and differential settlement are identified

Indicator 5: Terzaghi’s bearing capacity equation is appropriatelyapplied

Bearing capacity variables are applied

Bearing capacity correction factors are applied

Factor of safety is applied

Rectangular footing are analysed

Square footings are analysed

Circular footings are analysed

Effect of water table on bearing capacity is ascertained

Indicator 6: General bearing capacity equation is well applied

Meyerhof bearing capacity equation is applied

Bearing capacity correction factors are applied

Shape factors are applied

Observation

Learning Outcome 2.3. Analyse settlement of shallow foundations


Types of structure settlements

Uniform settlement

Tipping settlement

Differential settlement

Causes of foundation settlement

Weak bearing soils

Poor compacted soil

Changes in moisture

content

Maturing trees &

o Discussion on differential

settlement


assignments


settlement computations

o Individual research Causes

of foundation settlement

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks Papers

151 | P a g e

vegetation

Soil consolidation

Settlement computation

Immediate settlement

Primary consolidation

settlement

Secondary consolidation

settlement

Total settlement

- Duster

- Marker

- Power

extension

cable

- Internet



Proper analysis of settlement of shallow foundations according to to Eurocode 7




- Written evidence

- Oral evidence

- Product evidence







of trainee


Task : Compute primary consolidation settlement

Checklist Score

Yes No

Indicator 1: Types of structure settlements are well set out

Uniform settlement is set out

152 | P a g e

Tipping settlement is set out

Differential settlement is set out

Indicator 2: The causes of foundation settlement are properly identified

Weak bearing soils are identified

Poor compaction is identified

Changes in moisture content is identified

Maturing trees & vegetation are identified

Soil consolidation is identified

Indicator 3: Settlement is appropriatelycomputed

Immediate settlement is computed

Primary consolidation settlement is computed

Secondary consolidation settlement is computed

Total settlement is computed

Observation

Learning Outcome 2.4. Perform one dimensional consolidation test


Main purpose of consolidation

test

Pre-consolidation stress,

σp

Compression index, Cc

Recompression index, cr

Coefficient of

consolidation, cv is

Test procedure

Assemble test equipment

Sample preparation

Placing the sample in the

ring

o Discussion on pre-

consolidation sstress


assignments

o Practical laboratory test on

one dimensional

consolidation

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- Handouts

- Chalks

- Papers

- Duster

- Marker

153 | P a g e

Apply Loads

Measure Height change

Repeteforb new load

Apply Calculations

Calculate The height of

solids (hs) of the specimen

Determine The change in

height (∆h)

DetermineThe final

specimen height, ht

Determine The height of

voids (hv)

DetermineThe final void

ratio

Calculate The coefficient of

consolidation (cv) from t90

DetermineThe coefficient

of consolidation (cv) from

t50

E-log p curve ploting

Cv – log p curve ploting

- Power

extension

cable

- Internet

- Consolidation

test

apparatus

- Soil sample



Appropriate performance of consolidation test according to Eurocode 7



154 | P a g e


- Written evidence

- Oral evidence

- Performance

evidence







of trainee


Task : Perform consolidation test

Checklist Score

Yes No

Indicator 1: Main purpose of consolidation test are well identified

Pre-consolidation stress, σpis obtained

Compression index, cc is obtained

Recompression index, cris obtained

Coefficient of consolidation, cv is obtained

Indicator 2: Test procedure is properly respected

Test equipment are assembled

Sample is prepared

Sample are placed in the ring

Loads are applied

Height change is mmeasured

Repetition for new load is done

Indicator 3: Calculations are well applied

The height of solids (hs) of the specimen is calculated

The change in height (∆h) is determined

The final specimen height, ht is determined

The height of voids (hv) is determined

155 | P a g e

The final void ratio is determined

The coefficient of consolidation (cv) from t90 is calculated

The coefficient of consolidation (cv) from t50 is calculated

E-log p curve is plotted

Cv – log p curve is plotted

Graphs are plotted

Observation

156 | P a g e

LEARNING UNIT 3. ANALYSE DEEP FOUNDATIONS

Learning Outcomes:

3.1. Identify deep foundation types

3.2. Describe piling equipment and installation

3.3. Analyse pile foundation

3.4. Describe pile load tests


Learning Outcome 3.1. Identify deep foundation types


Need for pile foundation

Differential settlement

reduction

Transfer of structure loads

to a firm soil

Resist horizontal and

vertical forces

Transfer of load below the

active zone (ase of

expansive soil)

Transfer the load beyond

the zone of possible

moisture changes in such

soils

Deep foundation types

Pile foundation

Pier foundation

Well foundation

Pile foundation types


based on function


o Discussion on deep

foundation types




the need of pile

foundation

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

- Internet

157 | P a g e

based on materials


based on load transfer

mechanism


based on method of

construction/ installation



Proper identification of deep foundation types




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No

Indicator 1: The needs for pile foundation are well identified

The need to reduce differential settlement is identified

The need to transfer structure loads to a firm soil is identified

The need to resist horizontal and vertical forces is identified

The need to transfer the load below the active zone (ase of expansive

158 | P a g e

soil) is identified

The need to transfer the load beyond the zone of possible moisture

changes in such soils is identified

Indicator 2: Deep foundation types are effectively identified

Pile foundation is identified

Pier foundation is identified

Well foundation is identified

Indicator 3: Pile foundation types are well identified

Pile foundation types based on function or use are identified

Pile foundation types based on materials are identified

Pile foundation types based on load transfer mechanism are identified

Pile foundation types based on method of construction/ installation

are identified

Observation

Learning Outcome 3.2. Describe piling equipment and installation


Equipment for driven piles

Rigs

Hammers

Vibratory pile drivers

Other driving accessories

Equipment for bored piles

Drilling rigs

Augers

Belling tools

Coring tools

Hole bottom cleaning tools

and casings

Procedure for pile installation

o Discussion on equipment

for driven piles

o Discussion on equipment

for bored piles

o Discussion / Individual

research on procedure for

pile installation

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks Papers

- Duster

- Marker

- Power

159 | P a g e

Planning prior to

installation

Installation of driven piles

Installation of bored piles

Installation of special types

of piles (expanded base

compacted, and thermal

piles)

extension

cable

- Internet



Effective Description piling equipment and installation according to to Eurocode 7




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No

Indicator 1: Equipment for driven piles are well described

Rigs are described

Hammers are described

Vibratory pile drivers are described

160 | P a g e

Other driving accessories are described

Indicator 2: Equipment for bored piles are properly described

Drilling rigs are described

Augers are described

Belling tools are described

Coring tools are described

Hole bottom cleaning tools and casings are described

Indicator 3: Procedure for pile installation are effectively described

Planning prior to installation is described

Installation of driven piles is described

Installation of bored piles is described

Installation of special types of piles (expanded base compacted, and

thermal piles) is described

Observation

Learning Outcome 3.3. Analyse pile foundation


Pile foundation needs

Inadequate bearing

capacity of shallow

foundations

The uplift forces

Excessive settlement

Pile selection factors

Types of piles available in

market

Installation method

Ground conditions

Site conditions &

constraints (eg

o Discussion on pile

foundation needs


assignments

o Application exercise on

Calculation of Pile Capacity


calculation of settlement of

a single pile

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

161 | P a g e

accessibility)

Type and magnitude of

loading

Cost

Analysis criteria

Applicability and deviations

Loading conditions (usual,

unusual, extreme,

foundation properties)

Factor of safety

Allowable stresses in

structural members

Calculation of Pile Capacity

Axial Pile Capacity

End Bearing

Tension Capacity

Calculation of Settlement of

piles

Settlemen of single pile

Settlemen of pile groups

Design procedures

- Power

extension

cable

- Internet



Appropriate description of pile load tests according to to Eurocode 7



162 | P a g e


- Written evidence

- Oral evidence

- Product evidence







of trainee


Task: Calclate setllement of a single pile

Checklist Score

Yes No

Indicator 1: Pile foundation needs are well checked and confirmed

Inadequate bearing capacity of shallow foundations is checked and

confirmed

The uplift forces are checked and confirmed

Excessive settlement is checked and confirmed

Indicator 2: Pile selection factors are effectivelyidentified

Types of piles available in market are identified

Installation method are identified

Ground conditions are identified

Site conditions & constraints (eg accessibility) are identified

Type and magnitude of loading are identified

Cost is ascertained

Indicator 3: Analysis criteria are well set out

Applicability and deviations are set out

Loading conditions (usual, unusual, extreme, foundation properties)

are set out

Factor of safety is set out

Allowable stresses in structural members are set out

163 | P a g e

Indicator 4: Pile Capacity iseffectively calculated

Axial Pile Capacity is calculated

End Bearing is calculated

Tension Capacity is calculated

Indicator 5: Settlement of pliles is properly calculated

Settlemen of single pile is calculated

Settlemen of pile groups is calculated

Design procedure are applied

Observation

Learning Outcome 3.4. Describe pile load tests


Importance of pile load test

Bearing capacity of a pile

The integrity of pile

The settlement of pile under

load

Information required for pile

load test

Pile types

Method of driving

Pile depth

Tests required

Layout of the piles

Depth of water table

Types of pile load tests

Vertical load test

Pulout test

Lateral load test

o Discussion on the

importance of pile load

test


assignments


methods of driving piles

- Classroom

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

- Internet

164 | P a g e



Proper Description of pile load tests according to Eurocode 7




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No

Indicator 1: The importance of pile load test is well described

Bearing capacity of a pile is described

The integrity of pile is described

The settlement of pile under load is described

Indicator 2: Information required for pile load test is effectively described

Pile types are described

Methods of driving are described

Pile depth is described

Tests required are described

Layout of the piles is described

Indicator 3: Types of pile load tests are effectively described

Vertical load test is described

Pulout test is described

165 | P a g e

Lateral load test is described

Observation

166 | P a g e

LEARNING UNIT 4. .ANALYSE RETAINING WALLS

Learning Outcomes:

4.1. Describe retaining wall types

4.2. Analyse lateral earth pressure

4.3. Analyse retaining wall stability


Learning Outcome 4.1. Describe retaining wall types


General retaining walls types

Gravity retaining walls

Semi-gravity retaining walls

Cantilever retaining walls

Counterfort retaining walls

Retaining walls types based on

construction materials

Plain concrete retaining

walls

Reinforced concrete

concreteretaining walls

Gabions concrete retaining

walls

Reinforced earth concrete

retaining walls

Steel retaining walls

Timber retaining walls

Retaininging wall needs

Resist lateral earth

pressure

Resist surcharge load

Resist hydrostatic pressure

Resist earthquake loads

o Discussion on the need

for retaining walls



- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

- Internet

167 | P a g e



Proper description of retaining wall types




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No

Indicator 1: Retaining walls types are well described

Gravity retaining walls are described

Semi-gravity retaining walls are described

Cantilever retaining walls are described

Counterfort retaining walls are described

Indicator 2: Retaining walls types based on construction materials are effectively described

Plain concrete retaining walls are described

Reinforced concrete concreteretaining walls are described

Gabions concrete retaining walls are described

Reinforced earth concrete retaining walls are described

Steel retaining walls are described

Timber retaining walls are described

168 | P a g e

Indicator 3: Retaininging wall needs are well described

The need to resist lateral earth pressure is described

The need to resist surcharge load is described

The need to resist hydrostatic pressure is described

The need to resist earthquake loads is described

Observation

Learning Outcome 4.2.Analyse lateral earth pressure


Components of earth pressure

Effective stress normal to

the face of the wall

The pore water pressure at

the wall face

Shear stress between the

wall and the soil

At-rest earth

pressurecalculation

Horizontal effective stress

Vertical effective stress

Coefficient of at rest earth

pressure

Pressure diagram

Analysis by Rankine’s lateral

earth pressure

Active case

Pacssive case

Analysis procedure

Analysis by Coulomb’s lateral

earth pressure

o Discussion on components

of earth pressure


assignments

o Individual application

exercise on at-rest earth

pressure calculation

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power

extension

cable

- Internet

169 | P a g e

Active case

Pacssive case

Analysis procedure



Effective analysis of lateral earth pressure according to Eurocode 7




- Written evidence

- Oral evidence

- Product evidence


- Multiple choicequestions


- Sentence completionquestions



of trainee


Task: Analyse slopestability by usingLimit equilibrium method

Checklist Score

Yes No

Indicator 1: Components of earth pressure are well calculated

Effective stress normal to the face of the wall is calculated

The pore water pressure at the wall face is calculated

Shear stress between the wall and the soil is calculated

Indicator 2: At-rest earth pressure is effectivelycalculated

Horizontal effective stress is calculated

Vertical effective stress is calculated

170 | P a g e

Coefficient of at rest earth pressure is calculated

Pressure diagram is sketched

Indicator 3: Analysis by Rankine’s lateral earth pressure is appropriately done

Active case is analysed

Pacssive case is analysed

Analysis procedure is respected

Indicator 4: Analysis by Coulomb’s lateral earth pressure

Active case is analysed

Pacssive case is analysed

Analysis procedure is respected

Observation

Learning Outcome 4.3.Analyse retaining wall stability


Retaining wall key terms

Stem

Front face

Buttress

Footing cover

Toe

Footing

Footing key

Heeli

Counterfort

Back face

Backfill

Calculation of Forces acting on

the retaining wall

The selfweight

Earth pressure

o Discussion on forces acting

on retaining wall


assignments

o Application exercise on

Calculation the factor of

safety

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power

extension

cable

171 | P a g e

Resisting moment

Overturning moment

The ultimate bearing

capacity of the wall footing

Calculation the factor of safety

Factor of safety against

sliding


overturning


bearing capacity

- Internet



Appropriate analysis of retaining wall stability according to to Eurocode 7




- Writtenevidence

- Oral evidence

- Product evidence






- Record of questions asked by assessor and

responses of trainee


Task: Calculate forces acting on the retaining wall

172 | P a g e

Checklist Score

Yes No

Indicator 1: Retaining wall key terms are well identified

Stem is identified

Front face is identified

Buttress is identified

Footing cover is identified

Toe is identified

Footing is identified

Footing key is identified

Heel is identified

Counterfort is identified

Back face is identified

Backfill is identified

Indicator 2: Forces acting on the retaining are effectively calculated

The self weight is calculated

Earth pressure is calculated

Resisting moment is calculated

Overturning moment is calculated

The ultimate bearing capacity of the wall footing is calculated

Indicator 3: Calculation factor of safety is well done

Factor of safety against sliding is calculated

Factor of safety against overturning is calculated

Factor of safety against bearing capacity is calculated

Observation

173 | P a g e

LEARNING UNIT 5: ANALYZE SLOPE STABILITY

Learning Outcomes:

5.1. Identify factors controlling slope failure

5.2. Describe slope failure types

5.3. Describe slope stability analysis methods

5.4. Apply slope stability analysis by limit equilibrium method


Learning Outcome 5.1. Identify factors controlling slope failure


Key terms

Slope

slope failure

Slip or failure zone

Slip plane or failure plane

Sliding mass

Slope angle (αs)

Pore water pressure ratio

Natural slope

Engineered slope

Causes of slope failure

Erosion

Rainfall

Earthquakes

Geological features

External loading

Construction activities

Rapid drawdown

Slope stability variables

Rainfall events

Slope angle

Material type and

o Discussion on causes of

slope failure

o Individual presentation on


o Individual research on Slope

stability variables

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power

extension

cable

- Internet

174 | P a g e

properties



Proper identification of factors controlling slope failure according to to Eurocode 7




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No


Slope is defined

slope failure is defined

Slip or failure zone is defined

Slip plane or failure plane is defined

Sliding mass is defined

Slope angle (αs) is defined

Pore water pressure ratio is defined

Natural slope is defined

Engineered slope is defined

175 | P a g e

Indicator 2: Causes of slope failure are effectively identified

Slope failure due to erosion causes are identified

Slope ailure due to rainfall causes are identified

Slope failure due to earthquakes causes are identified

Slope failure due to geological features causes are identified

Slope failure due to external loading causes are identified

Slope failure due to construction activities causes are identified

Slope failure due to rapid drawdown causes are identified

Indicator 3: Slope stability variables are effectively identified

Rainfall events are identified

Slope angle is identified

Material type and properties are identified

Observation

Learning Outcome 5.2. Describe slope failure types


Slope failuretypes

Falls

Topples

Slides

Flows

Creep

Lateral spread

Complex

Slide failure surface types

Planar surfaces

Rotational surfaces

Compound slip surfaces

Transitional slip surfaces

Features and dimensions of a

o Discussion on slope failure

types

o Individual presentation on


- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

176 | P a g e

landslide

The crown

The main scrap

The top

The head

The minor scrap

The mian body

The foot

The tip

The toe

The surface of rupture

The surfaceof separation

The displaced material

The zone of depletion

The zone of accumulation

The depletion

The depleted mass

The accumulation

The flank

The original ground surface

cable

- Internet



Effective description of slope failure types according to to Eurocode 7




- Written evidence




177 | P a g e

- Oral evidence




of trainee

Checklist Score

Yes No

Indicator 1: Slope failure types are well described

Falls are described

Topples are described

Slides are described

Flows are described

Creep is described

Lateral spread is described

Complex slope failure is described

Indicator 2: Slide failure surface types are effectively described

Planar surfaces aredescribed

Rotational surfaces are described

Compound slip surfaces are described

Transitional slip surfaces are described

Indicator 3: Features and dimensions of a landslide are described

The crown is described

The main scrap is described

The top is described

The head is described

The minor scrap is described

The mian body is described

The foot is described

The tip is described

The toe is described

178 | P a g e

The surface of rupture is described

The surfaceof separation is described

The displaced material is described

The zone of depletion is described

The zone of accumulation is described

The depletion is described

The depleted mass is described

The accumulation is described

The flank is described

The original ground surface is described

The crown is described

Observation

Learning Outcome 5.3. Describe slope stability analysis methods


Limit equilibrium method

Basic principles

Force equilibriummethod

Moment equilibrium

method

Force and moment

equilibrium method

Software packages that use

FDM

Advantages of using limit

equilibrium method

Finite difference method (FDM)

Basics of the method

Software packages that use FDM

Advantagesof using FDM

o Discussion on limit

equilibrium method


assignments

o Individual research

Advantages of using limit

equilibrium method

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

179 | P a g e

Finite Element Method (FEM)

Basics of the method

Software package that use

FEM

Advantages of using FEM

- Internet



Appropriate description of slope stability analysis methods according to Eurocode 7




- Written evidence

- Oral evidence







of trainee

Checklist Score

Yes No

Indicator 1: The limit equilibrium method is well ascertained

Basic principles are described

Force equilibrium method is described

Moment equilibrium method is described

Force and moment equilibrium method is described

Software packages that use FDM are listed

Advantages of using limit eqquilibrium method are set out

180 | P a g e

Indicator 2: Finite difference method (FDM) is effectively described

Basics of the method are described


Advantages of using FDM are set out

Indicator 3: Finite Element Method (FEM) isappropriately described

Basics of the method are described


Advantages of using FDM are set out

Observation

Learning Outcome 5.4. Apply slope stability analysis by limit equilibrium method


Slope stability analysis

procedures

Assumption of a probable

failure surface

Calculation of the factor of

safety

Determination of the most

likely failure surface

Determination of whether

the slope is safe or not

Analysis of infinite slopes

Calculation of resisting

forces

Calculation of driving

forces

Calculation of the safety

factor

Calculationof the critical

o Discussion on the

analysis of finite slopess



o Individual application

exercise


Circular surface analysis

o Brainstorming circular

surface analysis

- Projector

- Computer

/Laptop

- Tablet

- Smart board

- White

board/Black

board

- handouts

- Chalks

- Papers

- Duster

- Marker

- Power extension

cable

- Internet

181 | P a g e

depth, hcr

Calculation of the critical

slope angle

Planar surface analysis

Calculation of resisting

forces

Calculation of driving

forces

Calculation of the safety

factor


depth, hcr


slope angle

Circular surface analysis

Circular surface analysis by

mass procedure


the method of slices


Bishop simplified method



Accurate application of slope stability analysis by Limit equilibrium method



182 | P a g e


- Written evidence

- Oral evidence

- Product evidence







of trainee


Task: Analyse slope stability by using Limit equilibrium method

Checklist Score

Yes No

Indicator 1: Slope stability analysis procedures are well applied

Probable failure surface are assumed

The factor of safety is calculated

The most likely failure surface is determined

Determinnation of whether the slope is safe or not is done

Indicator 2: Infinite slopes are effectively analysed

Resisting forces are calculated

Driving forces are calculated

The safety factor is calculated

The critical depth, Hcr is calcuulated

The critical slope angle is l calcuulated

Indicator 3: Planar surface analysis isproperly done

Resisting forces are l calculated

Driving forces are calculated

The safety factor is calculated

The critical depth, Hcr is calcuulated

The critical slope angle is calcuulated

183 | P a g e

Indicator 4: Circular surface analysis is well done

Circular surface is analysed by mass procedure

Circular surface is analysed by the method of slices

Circular surface is analysed by Bishop simplified method

Observation

184 | P a g e

Summative Assessment

Integrated situation

Resources

IPRC HUYE ENGINEERING Company Ltd has won a contract

to conduct the geotechnical subsoil investigation of a site

where a three storied residential house will be built in

Huye city. The scope of the contract is about performing

Lightweight Dynamic Penetration Test (LDPT) of 10 ground

points at a depth of at least 10m and producing the charts

of bearing capacity (kPa) against depth (cm). As a

technician of the campany, you are requested to conduct

this investigation and produce a geotechnical report within

a period of four days. After one day of submission, there

will be oral presentation.

Consider the following information:

i. Stop the test in case there is a refusal

ii. Stop the test in case you get to 10 m depth without

refusal

Tools and equipment:

- Light

weightdynamicpenetra

tion test equipment

- Personal protective

equipments (PPE)

- Computer/laptop

Materials

- Book references

- Pens

- Papers

- Recording sheets

Assesmentcriterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

Tools

Computer/laptop

Equipment

Light weight dynamic penetration test

Personal protective

185 | P a g e

Materials

Book references

Pens

Papers

Recording sheets

Observation

Assessmentcriterion 2: Quality of product

Checklist Score

Yes No

Indicator: The lightweight dynamic penetration test is well conducted

Equipment set up

Driving Rods

Counting blows per 10 cm

Recording of blowsper 10 cm

Depth recording

Obtaining refusal

Rods extruding

Observation

Assessment criterion 3: Relevance

Checklist Score

Yes No

Indicator: Bearing capacity (kPa) against depth charts are produced

Bearing capacity

Depth

Chart

Recording sheet

Test report

Observation

186 | P a g e

Assessment criterion 4: Safety

Checklist Score

Yes No

Indicator: PPEs are used

Helmets

Safety shoes

Overalls

Observation

187 | P a g e

Reference Books

1. Abramson et al (2002), Slope stability and stabilization methods, Second edition

2. Anderson and Holcombe (2013), Community-Based Landslide Risk Reduction, Managing

Disasters in Small Steps

3. Braja M. Das (2018), Principles of Geotechnical Engineering, Ninth Edition

4. Burt G. Look (2007), Handbook of Geotechnical Investigation and Design Tables

5. CEN (2007), Eurocode 7 - Geotechnical design - Part 2: Ground investigation and testing

6. G. N. Smith (1995), Elements of soil mechanics 7thedition

7. Griffiths and Lane (199), Slope stability analysis by Finite elements

8. M J Puller et al (2013), Manual for the geotechnical design of structures to Eurocode 7

9. Paul W. Mayne et al(2019), Manual on Subsurface Investigations

10. Prakash and Sharma (1990), Pile foundations in engineering practice

11. R. Frank et al (2013), Designers’ guide to eurocode 7: geotechnical designBurt G. Look

(2007), Handbook of Geotechnical Investigation and Design Tables

12. Roy E. Hunt (2007), Geotechnical Investigation Methods, a Field Guide for Geotechnical

Engineers

13. Tomlinson and Woodward (2008), Pile Design and ConstructionPractice, Fifth edition

14. Trevor L.L. Orr and Eric R. Farrell (1999), Geotechnical Design to Eurocode 7

15. US Army Corps of Engineers (1991), Design of Pile Foundations

188 | P a g e

CSTEI701 Install domestic electrical circuits


50

Credits: 5

Sector:




Purpose statement


Technology. It describes the skills, knowledge and attitude required to perform domestic

electrical installation.

At the end of the module, students will be able to plan work layout of electrical installation,

conduct electrical wiring installation and install electrical switches and socket outlets.

CSTEI701- DOMESTIC ELECTRICAL INSTALLATION

189 | P a g e


N/A







1. Plan work layout of electrical

installation

1.1. Suitable description of fundamentals of electricity

according to existing related literature

1.2. Proper identification of materials, tools and

equipment according to the work to be done

1.3. Proper design of electrical installation according to IEE

wiring regulations

2. Conduct electrical wiring

installation

2.1 Describe types of electrical circuits according to the

supplied appliances

2.2 Proper installation of conduits, trunking and

connection boxes according to IEE wiring regulations

2.3 Proper cable laying according to IEE wiring regulations

3. Install electrical switches and

socket outlets

3.1 Adequate installation of ordinary switches according to

IEE wiring regulations

3.2 Adequate installation of special switches according to IEE

wiring regulations

3.3 Adequate installation of automatic switches according to

IEE wiring regulations

3.4 Adequate installation of socket outlets according to IEE

wiring regulations

190 | P a g e

LEARNING UNIT 1 – PLAN WORK LAYOUT OF ELECTRICAL INSTALLATION

Learning Outcomes:

1.1. Describe fundamentals of electricity

1.2. Identify materials, tools and equipment

1.3. Design of electrical installation


Learning Outcome 1.1: Describe fundamentals of electricity


Working principles of electricity

Definition of terms used in

electricity

Electrical symbols

Nature of electricity

Basic electrical laws

ohm’s law

kirchoff’s voltage law

kirchoff’s current law

Electrical hazards and control

measures

Types of electrical hazards

Causes of electrical hazards

Electrical safety control

measures

o Discussion / presentation/

internet research on

working principles of

electricity

o Discussion/ presentation/

Structured exercises on

basic electrical laws

o Discussion/ presentation

/internet research/

demonstration on electrical

hazards and control

measures

- White board

- Markers

- Papers

- Projector

- Computer

- Internet

- Hand-out notes

- Books

- Pictures

- Fire

extinguishers

- Personal

protective

equipment



Suitable description of fundamentals of electricity according to the existing related literature



191 | P a g e


- Written evidence

- Oral evidence



- True-false questions

- Sentence completion


- Record of questions asked by assessor and responses of

trainee

Checklist Score

Yes No

Indicator 1: Working principles of electricity is well discussed

Terms used in electricity are defined

Electrical symbols are discussed

Nature of electricity is discussed

Indicator 2: Basic electrical laws and rules are well described

Ohm’s law is described

Kirchoff’s voltage law is described

Kirchoff’s current law is described

Indicator 3: Electrical hazards and control measures are well described

Tpes of electrical hazards are identified

Causes of electrical hazards are discussed

Electrical safety measures are discussed

Observation

192 | P a g e

Learning Outcome 1.2: Identify materials, tools and equipment


Electrical materials

Electrical cables

Protective devices

Luminaires and lamp holders

Incandescent lamps

Fluorescent lamp

Electrical swicthes

Gang switches

Pull switches

Push button switches

Socket outlets and plugs

Electrical connection boxes

Switch boxes

Junction boxes

Distribution boxes

Electrician tools

Cutting tools

Stripping tools

Fixing tools

Electrical equipment

Measuring instruments

Testing instruments

Personal Protective Equipment

o Discussion/

demonstration/ internet

research/ assignment on

electrical materials

o Discussion/


research / assignment on

electrician tools

o Discussion/


research / assignment on

electrical equipment

- White board

- Markers

- Papers

- Projector

- Computer

- Internet

- Hand-out

notes

- Books

- Pictures

- Cables

- Conduits

- Trunkings

- Switches

- Circuit

breakers

- Lamps

- Pliers

- Screwdrivers

- Multimeters

- Personal

protective

equipment



Proper identification of materials, tools and equipment according to the work to be done

193 | P a g e




- Written evidence

- Oral evidence



- True and false questions




trainee

Checklist Score

Yes No

Indicator 1: Electrical materials are properly identified

Types of cables are identified

Protective devices are identified

Types of lamps are identified

Types of switches are identified

Types of socket outlets and plugs are identified

Electrical boxes are identified

Indicator 2: Electrical tools are well identified

Cutting tools are identified

Stripping tools are identified

Fixing tools are identified

Indicator 3: Electrical equipment is well identified

Measuring instruments are identified

Testing iinstruments are identified

Personal protective equipment is identified

Observation

194 | P a g e

Learning Outcome 1.3: Design of electrical installation


IEE Wiring Regulations

Fundamental requirement

for safety

Protection for safety

Selection and erection of

equipment

Special installations and

locations

Inspection and testing

Design process

Stages of the design

Components of the design

process

Load assessment and

maximum demand

Distribution of supplies in

buildings

Incoming supply

Main switchgears

Final circuits


structured exercises/

assignment on IEE wiring

regulations



assignment on design

process


internet research/


assignment on distribution

of supplies in buildings

- White board

- Markers

- Papers

- Computer

- Projector

- Internet

- Hand-out notes

- Books

- Switchgears



Proper design of electrical installation according to IEE wiring regulations



195 | P a g e


- Written evidence

- Oral evidence







trainee

Checklist Score

Yes No

Indicator 1 : IEE wiring regulations are well discussed

Fundamental requirements for safety are discussed

Protection for safety

Selection and erection of equipment are discussed

Special installations and locations

Inspection and testing are discussed

Indicator 2 : Design process is well described

Stages of the design are described

Components of the design process are identified

Load assessment and maximum demand are

discussed

Indicator 3 : Distribution of supplies in buildings is well described

Incoming supply is discussed

Main switchgears are identified

Final circuits are discussed

Observation

196 | P a g e

LEARNING UNIT 2–CONDUCT ELECTRICAL WIRING INSTALLATION

Learning Outcomes:

2.1. Describe types of electrical circuits

2.2. Install conduits, trunkings and connection boxes

2.3. Apply cable laying


Learning Outcome 2.1: Describe types of electrical circuits


Lighting circuits

Interior and exterior lighting

Decorative lighting

Street and public lighting

Power circuits

Single socket outlets circuits

Radial power circuits

Ring power circuits

Signalling systems

Emergency lighting

Bell circuits

Alarm systems

o Discussion/

presentation/internet

research on lighting

circuits

o Discussion/

presentation on power

circuits

o Discussion/

presentation on

signalling circuits

- White board

- Markers

- Papers

- Projector

- Computer

- Internet

- Hand-out notes

- Books

- Pictures

- Socket outlets

- Bells

- Siren



Describe types of electrical circuits according to the supplied appliances



197 | P a g e


- Written evidence

- Oral evidence







trainee

Checklist Score

Yes No

Indicator 1: Lighting circuits are well described

Interior and exterior lighting is described

Decorative lighting is described

Street and public lighting is described

Indicator 2: Power circuits are well explained

Single socket outlets circuits are discussed

Radial power circuit is explained

Ring power circuit is explained

Indicator 3: Signalling circuits are well discussed

Emergency lighting is discussed

Bell circuits are discussed

Alarm systems are discussed

Observation

Learning Outcome 2.2: Install conduits, trunkings and connection boxes


Conduit system

Overview on conduit


practical exercises/ internet

- White board

- Markers

198 | P a g e

installation

Conduit fittings

Methods of fixing

conduit

Conduit cutting

Running conduit in

floors or ceilings

Conduit runs to outlets

in walls

Conduit capacity

Screwed steel conduit

system

Protection of conduit

Conduit installed in

damp conditions

Continuity of the

conduit system

Bending conduit

Insulated conduit system

Trunking system

Overview of trunking

installation

Metallic trunking

Non- metallic trunking

Cable duct

Installation of connection boxes

Switch boxes

Junction boxes

Distribution boxes

research/ site visit on

conduit system


practical exercises/ site visit

on trunking system


practical exercises/ site visit

on installation of

connection boxes

- Papers

- Projector

- Computer

- Internet

- Hand-out notes

- Books

- Pictures

- Conduits

- Trunkings

- Connection

boxes

- Clamps

- Wall plugs

- Screws

- Screwdrivers

- Hacksaw

- Spirit level

- Measuring tape

- Pipe vices

199 | P a g e



Proper installation of conduits, trunking and connection boxes according to IEE wiring regulations




- Written evidence

- Oral evidence

- Performance

evidence







trainee

- Observation check list

Task :Fix electrical connection boxes, conduits or trunkings

including all required joints at the given measures according to

IEE regulations

Checklist Score

Yes No

Indicator 1: Conduit system is well described

Installation of conduit system is described

Screwed steel conduit system is described

Insulated conduit system is described

Indicator 2: Trunking system is well described

Installation of trunking system is described

Metallic trunking are described

200 | P a g e

Non- metallic trunking are described

Cable duct is described

Indicator 3: Installation of connection boxes is described

Installation of switch boxes is described

Installation of junction boxes is described

Installation of distribution boxes is described

Observation

Learning Outcome 2.3: electrical cables laying


Power cable system

Armoured, insulated and

sheathed cables

Mineral insulated cables

Low smoke and fume (LSF) and

low smoke zero halogen (LSOH)

sheathed cables

The common methods of cable laying

In cable tray or cable ducts

In conduits

Fixed with clamps (usually at

walls and ceiling)

Testing electrical wiring installation

Continuity test of wiring

Continuity test of conduits or

lead sheathing

Visual inspection of installation

o Discussion/

presentation/ internet

research/ assignment

on power cable system

o practical exercises on

common methods of

cable laying


testing electrical wiring

installation

- White board

- Markers

- Papers

- Projector

- Computer

- Internet

- Hand-out notes

- Books

- Pictures

- Cables

- Multimeters

- Pliers

- Wirepuller

- Clamps

- Personal

protective

equipment

201 | P a g e



Proper cable laying according to IEE wiring regulations




- Written evidence

- Oral evidence

- Performance

evidence





- Essay (short responses, extendedb responses)


trainee


Task : Perform electrical wiring installation according to the

given route by respecting the IEE regulations

Checklist Score

Yes No

Indicator 1: Power cable system is well described

Armoured, insulated and sheathed cables are

described

Mineral insulated cables are described

Low smoke and fume (LSF) and low smoke zero

halogen (LSOH) sheathed cables are described

Indicator 2: The common methods of cable laying are performed

Cable laying in cable tray or cable duct is performed

Fixing cables on wall and on ceiling is performed

Cable laying in conduits and trunking is performed

202 | P a g e

Indicator 3: Testing electrical wiring installation is well performed

Continuity test of wires and cables is performed

Continuity test of conduits or lead sheathing is

performed

Visual inspection of installation is performed

Observation

203 | P a g e

LEARNING UNIT 3 – INSTALL ELECTRICAL SWITCHES AND SOCKET OUTLETS

Learning Outcomes:

3.1. Install ordinary switches

3.2. Install special switches

3.3. Install automatic switches

3.4. Install socket outlets


Learning Outcome 3.1: Install ordinary switches


One way switching circuit

Drawing of circuit

and wiring diagrams

Connection of the

circuit’s components

Testing the final

installation

Two way switching circuit

Drawing of circuit

and wiring diagrams

Connection of the


Testing the final

installation

Selective switching circuit

Drawing of circuit

and wiring diagrams

Connection of the


Testing the final

installation

o practical exercises on one way

switching circuit

o practical exercises on two way

switching circuit

o practical exercises on selective

switching circuit

- Cables

- Clamps

- Lamps

- One way

Switches

- Two way

switches

- Pliers

- Screwdrivers

- Multimeter

- Personal

protective

equipment

204 | P a g e



Adequate installation of ordinary switches according to IEE wiring regulations




- Written evidence








Task : Install one way, two way and selective switching

circuits according to IEE regulations

Checklist Score

Yes No

Indicator 1: One way switching circuit is well installed

Drawing circuit and wiring diagrams is performed

Connection of circuit’s components is performed

Testing final installation is performed

Indicator 2: Two way switching circuit is well installed

Drawing circuit and wiring diagrams is done



Indicator 3: Selective switching circuit is well performed



205 | P a g e


Observation

Learning Outcome 3.2: Install special switches


Switching circuit with

intermediate switches

Drawing of circuit and

wiring diagrams

Connection of the circuit’s

components

Testing the final installation

Switching circuit with float

switches


wiring diagrams


components


Switching circuit with limit

switches


wiring diagrams


components



switching circuit with

intermediate switches


switching circuit with float

switches


switching circuit with limit

switches

- Cables

- Clamps

- Lamps

- Intermediate

Switches

- float switches

- Limit switches

- Pliers

- Screwdrivers

- Multimeter

- Personal

protective

equipment

206 | P a g e



Adequate installation of special switches according to IEE wiring regulations




- Written evidence

- Performance

evidence







Task : Install switching circuits with intermediate, float and

limit switches according to IEE regulations

Checklist Score

Yes No

Indicator 1: Switching circuit with intermediate switches is well installed

Drawing circuit and wiring diagrams is performed



Indicator 2: Switching circuit with float switches is well installed




Indicator 3: Switching circuit with limit switches is well performed



207 | P a g e


Observation

Learning Outcome 3.3: Install automatic switches


Switching circuit with time

switches


wiring diagrams


components


Switching circuit with twilight

switches


wiring diagrams


components


Switching circuit with infrared

sensor switches


wiring diagrams


components



switching circuit with time

switches



twilight switches



infrared sensor switches

- Cables

- Clamps

- Lamps

- Time Switches

- Twilight switches

- Infrared sensor

switches

- Pliers

- Screwdrivers

- Multimeter

- Personal

protective

equipment



Adequate installation of automatic switches according to IEE wiring regulations

208 | P a g e




- Written evidence

- Performance

evidence







Task : Install switching circuits with time, twilight and infrared

sensor switches according to IEE regulations

Learning Outcome 3.4: Install socket outlets


Installation of single socket

outlets


wiring diagrams


components


Installation of radial power

circuit


wiring diagrams


components


Installation of ring power circuit


wiring diagrams


installation of single socket

outlets


radial power circuit

o practical exercises on ring

power circuit

- Cables

- Clamps

- Lamps

- Socket outlets

- Pliers

- Screwdrivers

- Multimeter

Personal

protective

equipment

209 | P a g e


components




Adequate installation of socket outlets according to IEE wiring regulations




- Written evidence

- Performance

evidence







Task : Install single, radial and ring power circuits according to

IEE regulations

Checklist Score

Yes No

Indicator 1: Single socket outlets are well installed



Testing the final installation is performed

Indicator 2: Radial power circuit is well installed




210 | P a g e

Indicator 3: Ring power circuit is well installed




Observation

211 | P a g e



Resources

For an exhibition event to take place at Gikondo expo ground, the

manager hires a group of technicians to perform a visible electrical

installation of lamps and socket outlets for all exhibitors’ rooms.

Then you are selected as part of team to install one room of 4m*

4m having two lamps fixed on ceiling and two socket outlets fixed at

each of the two opposite walls.

Within 8 hours, you must:

17. Select tools and materials required for one room

18. Draw the circuit and wiring diagrams

19. Fix trunkings for incoming supply

20. Fix fuse box, switch boxes and junction box

21. Fix pvc pipes to bring cables to switches, lamps and socket

outlets

22. Conduct electrical wiring

23. Test the final installation

- Wires

- Clamps

- Wall plugs

- Screws

- Switches

- Lamps

- Protective

devices

- Conduits

- Trunkings

- Connection

boxes

- Pliers

- Screwdrivers

- Hammer

- Hacksaw

- Spirit level

- Measuring

instruments

- Testing

instruments

- Drawing

instruments

- Personal

protective

equipments

212 | P a g e

Assessment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator 1.1: Materials, tools and equipment are well selected

Materials

Cables

Switches

Luminaires and lamp holders

Protective devices

Socket outlets and plugs

Conduits

Trunkings

Connection boxes

Tools and equipment

Chiseling tools

Fixing tools

Cutting tools

Stripping tools


Testing instruments

Personal protecive equipment

Indicator 1.2: Procedure of Installation is well performed

Connection boxes are fixed

Piping and trunking is performed

Wiring is performed

Testing is performed

Electrical devices are fixed

Observation

213 | P a g e

Assessment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator 2.1: Electrical drawings are produced

Circuit diagram is availed

Wiring diagrams is availed

Indicator 2.2: Regulations governing electrical installation are well respected

IEC standards and IEE wiring regulations are respected

Circuit is well functioning

Observation

Assessment Criterion 3: Relevance

Checklist Score

Yes No

Indicator 3.1: Installation done is clear

Time is well respected

Aesthetic rules are respected

Materials used are not wasted

Observation

Reference Books

1. W.E. Steward and .A. Beck, 2010, Modern Wiring Practice Design and Installation,

Elcevier Ltd, Fourteenth edition, ISBN-13 :978-1-85617-692-7, London, UK

2. A.J Watkins and Chris Kitcher, 2009, Electrical Installation Calculations, Elsevier Ltd,

eighth edition, ISBN978-1-85617-665-1, London, UK

3. Trevor Linsley, 2011, Basic electrical installation work, Elsevier Ltd, sixth edition, ISBN

978-0-08-096628-1, London, UK

4. Darrell Locke, (2008), Guide to the Wiring Regulations (BS7671:2008), John Wiley &sons

Ltd, 17th edition, ISBN 978-0-470-51685-0 (PB), London, UK

214 | P a g e

Internet resources

1. https://www.thespruce.com/smart-tricks-for-installing-electrical-boxes-1821563 visited

on 15/10/2020

2. https://electrical-engineering-portal.com/cable-selection-application#cable-

construction visited on /09/10/2020

3. https://local.ecollege.ie/Content/APPRENTICE/liu/electrical_notes/LL231.pdf visted on

13/10/2020

4. https://www.engineeringenotes.com/electrical-engineering/wiring/testing-of-electrical-

wiring-electrical-engineering/18267 visited on 12/09/2020

https://www.thespruce.com/smart-tricks-for-installing-electrical-boxes-1821563%20visited%20on%2015/10/2020

https://www.thespruce.com/smart-tricks-for-installing-electrical-boxes-1821563%20visited%20on%2015/10/2020

https://electrical-engineering-portal.com/cable-selection-application#cable-construction visited on /09/10/2020

https://electrical-engineering-portal.com/cable-selection-application#cable-construction visited on /09/10/2020

https://local.ecollege.ie/Content/APPRENTICE/liu/electrical_notes/LL231.pdf%20visted%20on%2013/10/2020

https://local.ecollege.ie/Content/APPRENTICE/liu/electrical_notes/LL231.pdf%20visted%20on%2013/10/2020

https://www.engineeringenotes.com/electrical-engineering/wiring/testing-of-electrical-wiring-electrical-engineering/18267%20visited%20on%2012/09/2020

https://www.engineeringenotes.com/electrical-engineering/wiring/testing-of-electrical-wiring-electrical-engineering/18267%20visited%20on%2012/09/2020

215 | P a g e

CSTRT701 Design foundation,Retaining wall and Water tank


110

Credits: 11

Sector:

Construction and Building services

Sub-sector: Construction technology


Purpose statement

This module is designed for students pursuing Advanced diploma courses in Construction

Technology. It describes the skills, knowledge and attitude required to design foundation,

retaining wall and water tank structures.

At the end of the module, the students will be able to design shallow foundation, design

deep foundation, design retaining wall, and design water tank.

CSTRT701- DESIGN OF FOUNDATION, RETAINING

WALL AND WATER TANK STRUCTURES

216 | P a g e


Basic geotechnical Engineering







1. Design shallow foundation 1.1. Proper identification of shallow

foundation types according to the soil

properties and types of structure

1.2. Accurate identification of loading

according to the British standards in use

1.3. Proper application of design procedures

according to British standard

1.4. Proper detailing of the shallow foundation

according to the British standard

1.5. Proper elaboration of design documents

according to design results

2. Design Deep foundation 2.1. Proper identification of deep foundation

types according to the soil properties and

type of structure

2.2. Accurate identification of loading according

to the British standards

2.3. Proper application of design procedures

according to selected standard

2.4. Proper detailing of the deep foundation

217 | P a g e




3. Design retaining wall 3.1. Proper identification of retaining

wall types according to the soil properties

and slope geometry

3.2. Proper selection of retaining wall

loads according to the British standard

3.3. Proper application of design

procedures of according to British

standard

3.4. Adequate detailing of retaining

wall according to British standard

3.5. Proper elaboration of design

documents according to design results

4. Design water tank 4.1. Proper identification of types of water

tank in accordance withBritish standards

4.2. Proper identification of design methods in

accordance withBritish standards

4.3. Proper application of design procedures as

perBritish standards

4.4. Proper detailing of the water tank




218 | P a g e

LEARNING UNIT 1 –PERFORM DESIGN SHALLOW FOUNDATION

Learning Outcomes:

1.1. Identify types of shallow foundation

1.2. Identify loads

1.3. Apply design procedures

1.4. Detail shallow foundation

1.5. Elaborate design documents


Learning Outcome 1.1: Identify types of shallow foundation


Pad foundation

Definition

Types

Functions

Strip foundation

Definition

Type of strip footing

Function

Mat foundation

Definition

Types

Function

o Discussion / individual

work/demonstration/practi

cal exercise on pad

foundation



cal exercise on strip

foundation



cal exercise on mat

foundation

- Software

protocols

- White board

- Storage devices

(flash disc, CD,

External disk)

- Markers,

- Chalks,

- Papers

- Projector

- Duster and

- Laptop



Proper identification of types of shallow foundation according to the soil properties and type of structure

219 | P a g e




- Written evidence

- Oral evidence



- True false questions




trainee.

Checklist Score

Yes No

Indicator 1: Pad footing is well identified

Pad footing is defined

Types of pad footing are identified

Function of pad footing are identified

Indicator 2: Strip footing is well identified

Pad footing is defined

Types of pad footing are identified

Function of pad footing are identified

Indicator 3: Mat foundation is well identified

Mat footing is defined

Types of mat footing are identified

Function of mat footing are identified

Observation

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Learning Outcome 1.2: identify loads


Standards in use

British Standard

European Standard

Indian standard

DIN Standards

Type of load

Live loads

Dead loads

Load combination

Definition

Safety factors

Laods

Materials



cal exercise on standards in

use



cal exercise on types of

loads



cal exercise on load

combination

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board

- Markers

- Classroom

- Chalks,

- Papers

- Projector

- Duster and

- Laptop



Accurate identification of laoding according to the standards in use




- Written evidence






221 | P a g e

- Oral evidence - Record of questions asked by assessor and responses of

trainee.

Checklist Score

Yes No

Indicator 1: Standards in use are properly identified

British standards are identified

European standards are identified

Indian standards are identified

DIN Standards are identified

Indicator 2: Types of Loads are well identified

Live loads are identified

Dead loads identified

Indicator 3: Load combination is well done

Load combination is defined

Safety factors for loads are identified

Safety factors for materials are identified

Observation

Learning Outcome 1.3: Apply design procedures


Identification of materials

grade

Fy (grade of steel)

Fcu(Grade of concrete)

Soil bearing capacity

Identification of loads

Live loads

Dead loads



cal exercise on material

grade identification



cal exercise on

identification of loads


- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board

- Markers

- Chalks

222 | P a g e

Calculation of loads

Dead load

Live load

Load combination

Design loads

Ultimate design Moment

Ultimate design Shear force

Punching shear

Design steel sections

Calculate steel area

Porvide steel section area

Provide steel diameter


cal exercise on calculation

of loads



cal exercise on design loads



cal exercise on design steel

sections

- Papers

- Class, Projector

- Duster and

- Laptop



Proper application of design procedures according to the British standards




- Written evidence

- Product evidence







Task: Design foundation according to British Standards

223 | P a g e

Checklist Score

Yes No

Indicator 1: Grade of materials are properly identified

Fy (grade of steel) is identified

Fcu (Grade of concrete) is identified

Soil bearing capacity is identified

Indicator 2: Type of loads are properly identified

Live loads re identified

Dead loads are identified

Indicator 3: Design loads are well calculated

Dead loads are calculated

Live loads are calculated

Load combination is done

Indicator 4: Internal loads are well calculated

Ultimate design moment calculated

Ultimate design shear force calculated

Punching shear calcualted

Indicator 5: Design steel section is well done

Steel area is claculated

Steel is provided

Provision of steel diameter is done

Observation

Learning Outcome 1.4: Perform Detail shallow foundation


Determination of foundation

dimensions

Width

Length



cal exercise on pile

foundation


- Software

protocols

- Storage devices

(flash disc, CD,

224 | P a g e

Depth

Determination of steel bar size

Diameter

Lap length

Production of foundation

drawings

Position of steel

reinforcement

Dimension of concrete

cover



foundation




foundation

External disk)

- White board

- Markers

- Chalks

- Papers

- Class, Projector

- Duster

- Laptop



Proper detailing of the shallow foundation according to the British standard.


the performance criterion has been achieved or not


- Written evidence

- Performance

evidence

- Product evidence







Task: Respect complete design procedures of foundation

225 | P a g e

Checklist Score

Yes No

Indicator 1: Foundation dimenesions are well determined

Width of foundation is determined

Length of foundation is determined

Depth is determined

Indicator 2: Steel bar sizes are well determined

Steel bar Diameter Is termined

Lap length is determined

Indicatror 3: Foundation drawings are adequately produced

Postion of steel reinforcement is determined

Dimension of concrete cover is determined

Observation

Learning Outcome 1.5: Elaborate design document


Elaboration of drawings

Foundation plan

Foundation section

Details of reinforcement

plan

Provision of structural

calculation note

Written Report

Detailed bar bending schedule

Foundation Section detail

of reinforcement

Foundation Elevation detail

of reinforcement



cal exercise on elaboration

of drawings



cal exercise on provision of

structural calculation note

Discussion / individual


cal exercise on detailed bar

bending schedule

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

- Laptop

226 | P a g e



Proper elaboration of design documents according to design results.




- Written evidence

- Performance

evidence

- Product evidence







Task: Respect complete design procedures of foundation.

Checklist Score

Yes No

Indicator 1: Foundation drawings are well elaborated

Foundation plan is done

Foundation section is done

Details of reinforcements plan is done

Observation

227 | P a g e

LEARNING UNIT 2–DESIGN DEEP FOUNDATION

Learning Outcomes:

2.1. Identify types of deep foundation

2.2. Identify loads


2.4. Detail deep foundation



Learning Outcome 2.1: Identify types of deep foundation


Pile foundation

Definition

Type of pile foundation

Functions

Caisson foundation

Definition

Type of caisson foundation

Functions

Material characteristics

Concrete properties

Steel properties

Prestressed concrete




foundation



cal exercise on Caisson

foundation



cal exercise on materials

characteristics

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board

- Markers

- Chalks

- Papers

- Class,

- Projector

- Duster

- Laptop



Proper identification of deep foundation types according to the soil properties and type of structure



228 | P a g e


- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Pile foundation are well identified

Pile foundation is defined

Type of pile foundation are identified

Function of pile foundation are identified

Indicator 2: Caisson foundation is well identified

Caisson foundation is defined

Types of caisson foundation are identified

Function of caisson foundation are identified

Indicator 3: Characteristics of materials are well identified

Concrete properties

Steel properties

Prestressed concrete

Observation

Learning Outcome 2.2: Identify loads


Standards in use

British Standard



- Software

protocols

229 | P a g e

European Standard

Indian standard

DIN Standards

Type of load

Live loads

Dead loads

Load combination

Safety factors

Loads

Materials

cal exercise on standards in

use



cal exercise on type of loads

- Storage devices

(flash disc, CD,

External disk)

- White board,

Markers,

- Chalks,

- Papers

- Class,

- Projector

- Duster and

- Laptop



Accurate identification of loading according to the standards in use.




- Writtenevidence

- Oral evidence







trainee.

230 | P a g e

Checklist Score

Yes No

Indicator 1: Standards in use are well identified

British Standards are identified

European Standards are identified

Indian standards are identified

DIN Standards are identified

Indicator 2: Types of loads are properly identified



Indidicator 3: Load combination are well identified

Safety factors for loads are identified

Safety factors for lives are identified

Observation



Identification of formula to be

used


Calculation of load carrying

capacity of pile

Determination of section of

pile


work/demonstration/pra

ctical exercise on

formula to be used



ctical exercise on loads

identification



ctical exercise on

calculation of load

carrying capacity of pile


- Software protocols

- Storage devices

(flash disc, CD,

External disk)

- White board and

- Markers

- Class,

- Projector

- Duster and

- Laptop

- Chalks,

- Papers

231 | P a g e


ctical exercise on

determination of section

of pile



Proper application of design procedures according to British standard.




- Written evidence

- Product evidence







Task : Design deep foundation design according to given

dimensions

Checklist Score

Yes No

Indicator 1: design procedures are properly respected

Identification of formulas


Determination of load carrying capacity of pile

Section of pile is determined

Observation

232 | P a g e

Learning Outcome 2.4: Detail deep foundation


Identification of foundation

dimensions

width

length

Depth

Determination of steel bar size

Diameter

Lap length

Produce foundation drawings

Position of steel

reinforcement


cover



cal exercise on foundation

dimensions



cal exercise on steel bar size

determination



cal exercise on production

of foundation drawing

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Class, Projector

- Duster and

- Laptop



Proper detailing of the deep foundation according to the British standard.




- Written evidence

- Performance

evidence







Task: Detail deep foundation according to design results.

233 | P a g e

Checklist Score

Yes No

Indicator 1: Foundation dimension are well identified

Width of foundation is identified

Length of foundation is identified

Depth of foundation is identified


Steel diameters are determined

Steel lap length are determined

Observation




Foundation elevation plan

Foundation section


calculation note

Written report

Bar bending schedule

Foundation section Details

of reinforcement plan

Foundation elevation


plan




of drawings



cal exercise on Foundation

section detail of

reinforcement



cal exercise on foundation

elevation detail of

reinforcement

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

- Laptop

234 | P a g e



Proper elaboration of design documents according to design results.




- Written evidence

- Performance

evidence







Task: Elaborate design documents according to design results.

Checklist Score

Yes No

Indicator 1: Drawings are adequately elaborated

Foundation drawings plans are designed

Foundation section is done

Structural calculation note is done

Indicator 2: Structural calculation note is properly done

Written report is provided

Indicator 3: Bar bending schedule is properly done

Foundation section Details of reinforcement plan is

done

Foundation elevation Details of reinforcement plan is

done

Observation

235 | P a g e

LEARNING UNIT 3–PERFORM DESIGN RETAINING WALL

Learning Outcomes:

3.1. Identify types of retaining wall

3.2. Identify loads


3.4. Detail retaining wall


Learning hours: 25Hours

Learning Outcome 3.1: Identify types of retaining wall


Gravity wall

Definition

Tyes of gavity wall

Function

Flexible wall

Definition

Types of flexible wall

Function

Materials characteristics

Concrete properties

Steel properties

Rubble stones


work/demonstration/practical

exercise on Gravity wall



exercise on flexible wall



exercise on Materials

characteristics

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board and

Markers

- Class,

- Projector

- Duster and

- Laptop

- Chalks

- Papers



Proper identification of retaining wall types according to the soil properties and slope geometry



236 | P a g e


- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Gravity wall are well identified

Gravity wall is defined

Types of gravity wall are identified

Gravity wall function is determined

Indicator 2: Flexible wall are well identified

Flexible wall is defined

Types of flexible wall are identified

Function of flexible wall are determined

Indicator 3: Materials characteristics are well identified

Concrete properties

Steel properties

Rubble stones

Observation

Learning Outcome 3.2: Identify loads


Soil pressure on wall

Active pressure



- Software

protocols

237 | P a g e

Passive pressure

Unity of measurement

Self weight of wall

Definition


Safetey factors

Against overturning

Against sliding

Ground bearing pressure

Definition

Safe bearing pressure

Ultimate bearing pressure

cal exercise on soil pressure

on wall



cal exercise on selfwight of

wall



cal exercise on safety

factors



cal exercise on ground

bearing pressure

- Storage devices

(flash disc, CD,

External disk)

- White board and

Markers

- Class,

- Projector

- Duster and

- Laptop

- Chalks

- Papers



Proper selection of retaining wall loads according to the British standard.




- Written evidence

- Oral evidence







trainee.

238 | P a g e

Checklist Score

Yes No

Indicator 1: Soil pressure on wall are well identified

Active pressureon wall is identified

Passive pressure on wall is identified


Indicator 2: Self weight of wall are well identified

Self weight is defined

Unity of measurement is identified

Indicator 3: Safety factors are well identified

Safety against overturning

Safety against sliding

Indicator 4: Ground bearing pressure is well identified

Ground pressure is defined

Safe bearing pressure is identified

Ultimate bearing pressure is identified

Observation



Calculation the soil pressure on

wall.

Active pressure force

Passive pressure force

Checking the stability of the

wall

Safety against overturning

Safety against sliding


Designing the bending


work/demonstration/pract

ical exercise on calculation

of soil pressure



ical exercise on stability

check



ical exercise on design

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board and

Markers

- Class,

- Projector

- Duster and

239 | P a g e

reinforcement

Grade of materials

Fy for steel

Fcu for concrete

Design moment

Design steel area

reinforcement

bending reinforcement

- Laptop Classroom

- Projector,

- Duster

- Laptop

- Chalks and

- Papers



Proper application of design procedures of according to British standard




- Written evidence

- Product evidence







Task: Design a retaining wall according to British Standards.

Checklist Score

Yes No

Indicator 1: Soil pressure on wall is well calculated

Active pressure force is calculated

Passive pressure force is calculated

240 | P a g e

Indicator 2: Stability of the wall is well checked

Safety against overturning is checked

Safety against sliding is checked

Ground bearing pressure is checked

Indicator 3: Designing the bending reinforcement is properly done

Grade of materials

Design moment

Design steel area reinforcement

Observation

Learning Outcome 3.4: Detail retaining wall


Identification of retaining wall

dimensions

width

length

Depth

Identification of steel bar size

Diameters

Lap length

Produce retaining wall drawings

Position of steel

reinforcement


cover



cal exercise on retaining

wall dimensions

identification




identification



cal exercise on retaining

wall drawings production

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Class, Projector

- Duster and

- Laptop



Adequate detailing of retaining wall according to British standards.

241 | P a g e




- Written evidence

- Product evidence







Task: Respect complete design procedures of retaining wall

according to British standards.

Checklist Score

Yes No

Indicator 1: Retaining wall dimensions are well determined

Width is determined

Depth is determined

Length is determined


Steel bar diameter is determined

Steel lap length is determined

Indicator 3: Retaining wall drawings are properly produced

Position of steel reinforcement is dtermined

Dimension of concrete cover is determined

Observation

242 | P a g e




Retaining wall elevation

plan

Retaining wall section plan

Provision of stractural

calculation note

Written report


Retaining wall section


plan

Retaining wall elevation


plan




of drawings







cal exercise on bar bending

schedule

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Class, Projector

- Duster and

- Laptop



Proper elaboration of design documents according to design results




- Written evidence

- Product evidence







243 | P a g e

Task: Respect complete design procedures of foundation

according to design results.

Checklist Score

Yes No

Indicator 1: Drawings are well elaborated

Retaining wall drawings plans are elaborated

Details of reinforcement plan is done

Indicator 2: Structural calculation note is well provided

Written report is done

Indicator 3: Bar bending schedule is properly done

Retaining wall section Details of reinforcement plan is

done

Retaining wall elevation Details of reinforcement

plan is done

Observation

244 | P a g e

LEARNING UNIT 4–PERFORM DESIGN WATER TANK

Learning Outcomes:

4.1. Identify types of water tank

4.2. Identify design methods


4.4. Detail the water tank



Learning Outcome 4.1: identify types of water tank


Above ground water tank

Definition

Design requirements

construction

requirements

Under ground water tank

Definition

Design requirements

construction

requirements


Concrete properties

Steel properties

Rubble stones



cal exercise on above

ground water tank



cal exercise on under

ground water tank




characteristics

- Software

protocols

- White board

- Storage devices

(flash disc, CD,

Externaldisk)

- Markers,

- Chalks,

- Papers

- Projector

- Duster and

- Laptop



Proper identification of types of water tank in accordance with British standards



245 | P a g e


- Written evidence

- Oral evidence






- Record of questions asked by assessor and responses by

trainee.

Checklist Score

Yes No

Indicator 1: Above ground water tank is well identified

Above Ground water tank is defined

Design requirements are identified

Construction requirement are identified

Indicator 2: Under ground water tank is well identified

Underground water tank is defined


Construction requirements are identified

Indicator3: Materials characteristics are well identified

Concrete properties are identified

Steel properties are identified

Rubble stones properties are identified

Observation

Learning Outcome 4.2: identify design methods


Limit state design method

Definition

Ultimate limit state



cal exercise on limit state

- Software

protocols

- Storage devices

246 | P a g e

Serviceability limit state

Materials requirements

Elatic design method

Definition

Materials requirements

Construction requirements

Construction joint

Movement joint

Provision of movement

joint

Partial construction joint

deign method



cal exercise on elastic

design method



cal exercise on construction

requirements

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks,

- Papers

- Projector

- Duster and

- Laptop

FormativeAssessment 4.2


Proper identification of design methods in accordance with standards




- Written evidence

- Oral evidence






- Record of questions asked by assessor and responses by

trainee.

247 | P a g e

Checklist Score

Yes No

Indicator 1: Limit state design metehod is well idenetified

limit state design method is defined

Ultimate limit state is identified

Serviceability limit state is identified

Materials requirements are identified

Indicator 2: Elastic design method is well described

Elastic design method is defined

Materials requirements are identified

Indicator 3: Construction requirements are well provided

Construction joint is provided

Movement joint is provided

Provision of movement joint is done

Partial construction joint Is provided

Observation




Steel Fy

Concrete Fcu

Links Fyv

Limit state method


Ultimate design moment

Section area of

reinforcement


Flexural cracking check




characteristics



cal exercise on limit state

method



cal exercise on elastic

design method

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

248 | P a g e

Check Maximum spacing

of steel

Check Crack width

Elatic design

Calculate strenth

Design moment

Calculate tesion

reinforcement

Check crack

- Laptop



Proper application of design procedures as per British standards




- Written evidence

- Product evidence







Task: Respect complete design of water tank according to

British Standards.

249 | P a g e

Checklist Score

Yes No

Indicator 1: Limit state design method is well respected

Ultimate limit state is done

Serviceability limit state is done

Indicator 2: Elastic design method is well respected

Calculation of strength is done

Design moment is calculated

Tension steel bars are calculated

Checking of cracks is done

Observation

Learning Outcome 4.4: Detail water tank


Identification of water tank

dimensions

width

length

Depth

Identification of steel bar

size

Diameters

Lap length

Produce water tank

drawings

Position of steel

reinforcement


cover



cal exercise on water tank

dimensions identification




identification




of water tank drawings

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Class, Projector

- Duster and

- Laptop

250 | P a g e



Adequate detailing of water tank according to British standards.




- Written evidence

- Product evidence







Task: Respect complete design procedures of water tank

according to British standards.

Checklist Score

Yes No

Indicator 1: Water tank dimensions are well determined

Width is determined

Depth is determined

Length is determined


Steel bar diameter is determined

Steel lap length is determined

Indicator 3: Water tank drawings are properly provided

Position of steel reinforcement is done

Dimension of concrete cover is done

Observation

251 | P a g e




Water tank elevation plan

Water tank section Details

of reinforcement plan


calculation note.

Written report


Water tank elevation detail

reinforcement

Water tank section detail

reinforcement




of drawings








of bar bending schedule.

- Software

protocols

- Storage devices

(flash disc, CD,

Externaldisk)

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

- Laptop



Proper elaboration of design documnts according to design results




- Written evidence

- Product evidence







Task: Respect complete design procedures of water tank.

252 | P a g e

Checklist Score

Yes No

Indicator 1: Drawings are well elaborated

Water tank elevation palns are done

Water tank section Details of reinforcement plan is

done

Indicator 2: Structural calculation is well provided

Written report is done

Indicator 3: Bar bending schedule is properly provided

Water tank elevation detail reinforcement

Water tank section detail reinforcement

Observation

253 | P a g e


Integrated situation Resources

IPRC ENGINEERING Company Ltd. has won a contract to

conduct a structural design of a cantilever retaining wall in

Gasabo district. The contract scope is about wall and

Foundation design. As a concrete structures designer and

employee of the company, you are requested to perform this

design and produce a structural report in at most three (3) days.

The final report will be orally presented after its submission.

Use the following data:

o The retaining wall is backfilled with granular materials of

unity weight: 19KN/m2

o Unit weight of reinforced concrete=25KN/m2

o Internal angle of friction=300

o Allowable bearing pressure of the soil=120KN/m2

o Friction coefficient =0.4

o Height of stem of wall,HS=5m

o Base width=4m

o Base depth =0.4m

o Length of base=10m

o Length of wall =10m

o Concrete cover for:

Footing is 50mm

Wall is 30mm

o Concrete and steel grades are respectively 35N/mm2 and

460N/mm2

o The additional information is on architectural drawings to

be availed.

o Tools and

equipment:

- Computer laptop

- Scientific calculator

o Materials

- Codes (BS8110-1997)

- Pens

- Papers

- Architectural drawings

254 | P a g e

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator 1.1: Tools, equipment and materials are selected

Tools

Scientific calculator

Materials

Codes (BS8110-1997)

Pens

Papers

Architectural drawings

Equipment

Computer Laptop

Indicator 1.2: Procedure of design well respected

Wall designed with specified standards

Foundation designed with specified standards

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator 2.1: The Loading Calculations are well performed

Toal vertical forces are accurately calculated

Weight of wall is calculated

Weight of base is calculated

Weight of backfill soil is calculated

Bending moments are accurately determined


Resisting moment

255 | P a g e

Indicator 2.2: Safatey factors are well performed

Safety factor against sliding is well calculated

Safety factor against overturning is well calculated

Indicator 2.3: Structural drawing and reports are well produced

Bar bending schedules are provided

Structural reports are produced

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator 3.1: Design done is clear

Found moments are true

Provided reinforcement is equivalent

Provided structural drawings are clear

The produced report is clear

Indicator 3.2: Design period is respected

Time allocated to the task is respected

Observation

Reference Books

1. Tyler G. Hicks, 2007.MC GrawHill.Handbook of Civil Engineering Calculations. 2ndEdition,

New York, USA. ISBN-13 : 978-0-07-147293-7.

2. Prab. Bhatt, 2006. Reinforced Concrete Design Theory and Examples.3rd Edition. New

York, NY 10016, USA. Taylor & Francis Group.ISBN 0-415-30795-3.

3. Mosley, W.H. (William Henry) Reinforcedconcrete design.-4th ed.

4. Reinforced Concrete Structural Components.Design.

5. TitleII.Bungey, J.H. (John Henry),1944-624.18341.ISBN 0-333-53717-3

256 | P a g e

Online ressources

https://www.designingbuildings.co.uk/wiki/Types_of_pad_foundation, visited on 08/10/2020

https://www.designingbuildings.co.uk/wiki/Types_of_pad_foundation

257 | P a g e

CSTSS701 Design Steel Structures


50

Credits: 5

Sector:

Construction and building services



Purpose statement

This module is designed for students pursuing advanced diploma courses in Construction

Technology. It describes skills, knowledge and attitude required to design steel structure.

At the end of the module, students will be able to describe steel structures, to design steel

structural members and design steelwork connection.

CSTSS701- DESIGN OF STEEL STRUCTURES

258 | P a g e


N/A







1. Describe steel structure concepts 1.1. Proper identification of steel types and

their uses according to existing literature.

1.2. Proper description of steel

manufacturing, advantages and

disadvantages of steel structures according

to existing literature.

1.3. Proper identification of structural steel

according to mechanical properties.

2. Design steel structural members.

2.1. Proper design of members in tension

according to Eurocode 3.

2.2. Proper design of compression members

according to Eurocode 3.

2.3. Proper design of bending and beam-column

members according to Eurocode 3.

2.4. Accurate detailing and elaboration of steel

structural members according to design

results.

3. Design steelwork connection 3.1. Proper identification of steel connections

according to the existing literature.

259 | P a g e

3.2. Proper design of bolts according to

Eurocode 3.

3.3. Proper design of welds according to

Eurocode 3.

3.4 Proper detailing and elaboration of

steelwork connections according to design

results.

260 | P a g e

LEARNING UNIT 1 –DESCRIBE STEEL STRUCTURE CONCEPTS

Learning Outcomes:

1.1. Identify steel types and their uses.

1.2. Describe steel manufacturing, advantages and

desadvantages of steel structures.

1.3. Identify structural steel.


Learning Outcome 1.1: Identify steel varieties



Steel as a material

Steel as a structure

Use of steel in construction

Multi-storey building

Bridge

Industrial building

Towers

Types of steel

Mild steel

Definition

Characteristics of mild

steel

Properties of mild steel

Use of mild steel

Carbon steel

Low-carbon steel

Medium-carbon steel

High-carbon steel

Very high-carbon steel

High-strength Steel

o Discussion / individual work

/ internet research /

presentation on definition

of key terms.



presentation on use of steel

in construction



presentation on steel types.

- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes :

Eurocode &

British standards

- Book reference

261 | P a g e

Alloy steel

Nickel steel

Chromium steels

Chrome vanadium steel

Tungsten steel

Molybden steel

Manganese steels

Tool steel

Definition

Properties

Classification

Composition

Stainless steel

Definition

Types

Properties

Composition

Uses



Proper identification of steel types and their uses according to existing literature




- Written evidence






262 | P a g e

- Oral evidence - Records of questions asked by assessor and responses of

trainee.

Checklist Score

Yes No

Indicator 1: Key terms used are properly defined

Steel as a material is defined

Steel as a structure is defined

Indicator 2: Use of steel in construction is propery identified

Multi-storey building is identified

Bridge is identified

Industrial building is identified

Towers are identified

Indicator 3: Types of steel are properly identified

Mild steel is identified

Carbon steel is identified

High strength steel is identified

Alloy steel identified

Tool steel identified

Stainless steel identified

Observation

Learning Outcome 1.2: Describe steel manufacturing, advantages and desadvantages of steel structures.


Manufacturing of seel

Steps in steel

manufacturing

Steel manufacturing

process



presentation on

manufacturing of steel


- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

263 | P a g e

Hot rolling

Cold rolling

Advantages of steel structures

High stength

Tightness

Durability

Uniformity

Ductility and warning

before failure

Quick in construction

Disadvantages of steel

structures

Corrosion in humid

conditions

Low fire resistance

Succeptibilty to buckling

Lack of flexibility

Need for skilled labour

Fatigue


presentation on adventages

of steel structures



presentation on advantages

of steel structures



presentation on

disadvantages of steel

structures.

- Pens

- Projector

- Duster

- Laptop

- Codes :

Eurocode &

British standards

- Book reference



Proper description of steel manufacturing, advantages and disadvantages of steel structures according to existing literature




- Written evidence




264 | P a g e

- Oral evidence



- Records of questions asked by assessor and responses of

trainee.

Checklist Score

Yes No

Indicator 1: Manufacturing of steel is properly described

Steps in steel manufacturing are discussed

Steel manufacturing process is dicussed

Indicator 2: Adventages of steel structures are properly described

High strength is described

Toghtness is described

Durability is described

Uniformity is described

Ductility and warning before failure is described

Quick in construction is described

Indicator 3: Desadventages of steel structures are well described

Corrosion in humid condition is described

Low fire resistance is described

Succeptibility to buckling is described

Lack of flexibility is described

Need for skilled labour is described

Fatigue is described

Observation

Learning Outcome 1.3: Identify structural steel


Steel used structural in two o Discussion / individual work

/ internet research / - White board

265 | P a g e

ways

Reinforcement steel

Structural steel

Types of reinforcement bars

Mild steel and medium

tensile test/plain steel

bars

Round section

Mild steel

Yield strength-

250N/mm2

High yield strength

deformed bars

Cold twisted deformed

bars

Tor steel bars

Designated as

Fe415,Fe500,Fe550

Standars used

European Standards

EN10025

EN10027

British Standars

USA Standards

ASTM International

Mechanical properties of steel

Stress-strain curve for

mild structural steel

Stress-stress curve for

high –carbon structural

steel

presentation on steel used

structural in two ways.



presentation on types of

reinforcement bars.



presentation on standard

used.



presentation on mechanical

properties of steel.



presentation on common

structural steel sections.

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes :

Eurocode &

British standards

- Book reference

266 | P a g e

Common structural steel

sections

Hot-rolled steel sections

Concrete reinforcement

bars (rebars).



Proper identification of structural steel according to mechanical properties.




- Written evidence

- Oral evidence

- Product evidence







trainee.

- Observation checklist.

- Task: Select the structural steel according to mechanical

properties.

Checklist Score

Yes No

Indicator 1: Structural steel use is properly identified

Reinforcement steel is identified

Structural steel is identified

Indicator 2: Types of reinforcement is properly identified

Mild steel is identified

267 | P a g e

High yield strength deformed bars are identified

Indicator 3: Standard used are properly identified

European standards are identified

USA standards are identified

Indicator 4: Mechanical properties of steel are identified

Stress-strain curve for mild structural steel is

identified

Stress-stress curve for high –carbon structural steel

Indicator 5: Common structural steel sections are identified

Hot-rolled steel sections

Concrete reinforcement bars (rebars)

Observation

268 | P a g e

LEARNING UNIT 2 – DESIGN STEEL STRUCTURAL MEMBERS

Learning Outcomes:

2.1. Design of members in tension

2.2. Design of member in compression

2.3. Design of bending memebers beam-column



Learning Outcome 2.1: Design of member in tension



Concentrically loaded

uniform tension memeber

Load-deformation

behaviour

Tension members

Behaviour & design of

steel tension member

Unit weight of materials

Concentrically loaded tension

members

Member without holes

Member with small holes

Member with sgnificant

holes

Design procedures

Eccentrically and locally

connected tension members

Definition

Excentrically and locally

connected tension

members



presentation on explanation

of key terms.



presentation / practical

exercise on design of

concentrically loaded

tension members.





eccentrically and locally

connected tension

members.

- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes :

Eurocode &

British standards

- Book reference

269 | P a g e

Design procedures



Proper design of members in tension according to Eurocode 3.




- Written evidence

- Oral evidence

- Product evidence







trainee.


- Task : Design a tension member according to Eurocode 3.

Checklist Score

Yes No

Indicator 1: Members in tension are properly defined

Concentrically loaded uniform tension member is

defined

Load-deformation behaviour is defined

Tension members is defined

Behaviour & design of steel tension member is

defined

Unity weight of materials are identified

270 | P a g e

Indicator 2: Concentrically loaded tension members are properly designed

Member without holes are designed

Member with small holes are designed

Member with sgnificant holes are designed

Design procedures are followed

Indicator 3: Eccentrically and lacally connected tension members are properly designed

Eccentrically and locally connected tension members

are defined

Eccentrically connected tension members is

designed

Design procedures is followed

Observation

Learning Outcome 2.2: Design of member in compression


Buckling of straight members

Unloaded memeber

Undeflected loaded

member

Deflected member

Elastic buckling load

Definition

Design buckling resistance

Elastic buckling load

Effect of load buckling

Definition

Local buckling

Effective and gross area

Slenderness

Design procedures




exercise on bucling of

straight members




exercise on design

procedures.




exercise on restrained

compression members.

- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes :

Eurocode &

British standards

- Book reference

271 | P a g e

Design axial force

Check compression

resistance of a member

Partial factor for cross-

section resistance

Compression member

buckling resistance

Check the cross-section

Fully effective

Slender

Design buckling resistance

Restrained compression

members

Simple supports and rigid

restaints

Effective lengths of

columns

Buckled shape



Proper design of compression members according to Eurocode 3.




- Written evidence

- Product evidence







Task: Design a steel compression members accordidng to

272 | P a g e

Eurocode 3.

Checklist Score

Yes No

Indicator 1: Buckling of straight members is properly described

Unloaded member is discussed

Undeflected loaded member is discussed

Deflected member is discussed

Indicator 2: Elastic buckling load is properly computed

Elastic buckling load is defined

Design buckling resistance is defined

Elastic buckling load is computed

Indicator 3: Effect of load buckling is properly discussed

Effect of load buckling is explained

Local buckiling is defined

Effective and gross area is explained

Slenderness ration is computed

Indicator 4: Design procedures are properly respected

Design flow chart of compression members is

discussed

Design axial force is computed

Compression resistance of a member is checked

Partial factor for cross section resistance is

computed

Compression member buckling resistance is checked

Indicator 5: Restrained compression member is properly designed

Simple supports and rigid restraints are identified

Effective lengths for columns are computed

Buckled shape id copmuted

273 | P a g e

Observation

Learning Outcome 2.3: Design of bending members and design of beam-column members


Strength design of beams

Elastic design of beams

Flow chart for the elastic

design of beams

Section classification

Checking the moment

resistance

Checking the shear

resistance

Checking for bending and

shear

Thin-walled sections

properties

Design of beam-column

members

Design rules

Cross-section resistance

Member resistance


work / internet research

/ presentation / practical

exercise on strength

design column.





beam-column members.

- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes : Eurocode &

British standards

- Book reference



Proper design of bending and beam-column members according to Eurocode 3.

274 | P a g e




- Written evidence

- Product evidence


- Multiple choice Questions





Task: design a bending and beam-column members according

to Eurocode 3.

Checklist Score

Yes No

Indicator 1: Strength design of beam is properly done

Flow charf for the Elatic design of beam is discussed

Section classification are identified

Moment resistance is checked

Shear resistance is cheched

Thin-walled sections properties are designed

Indicator 2:Design of beam-column members are properly done

Cross-section resistance is checked

Member resistance is cheched

Observation

Learning Outcome 2.4: Elaborate design documents



Beam structural details


work / internet research /


- White board

- Flipcharts

275 | P a g e

Column structural details


calculation note

Definition

Written report

exercise on elaboration of

drawings.




exercise on provision of

structural calculation note.

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes : Eurocode

& British

standards

- Book reference



Accurate elaboration of steel structural members according to design

Results




- Written evidence

- Product evidence







Task : Produce a complete design of beam and columns

according to obtained results.

Checklist Score

276 | P a g e

Yes No

Indicator 1: Drawings are properly elaborated

Beam structural drawings plans are produced

Columns structural drawings plans are produced

Indicator 2: Structural calculation note are properly done

Structural calculation note id defined

Writted report is produced

Observation

277 | P a g e

LEARNING UNIT 3 – DESIGN STEELWORK CONNECTION

Learning Outcomes:

3.1. Identify Steel connections

3.2. Design bolts

3.3. Design welds



Learning Outcome 3.1: Identify steel coonections


Connections

Connections

Joints

Arrangement of

joints

Joint components

Bolts

Pins

Rivets

Welds

Plates and cleats

Arrangement of joints

Joints for force

transmission

Joints for force

moment

transmission

Force and moment

joints

o Discussion / individual work /

internet research / presentation

on connections.



on joints and its arrangements.



on joint components.

- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes :

Eurocode &

British standards

- Book reference

278 | P a g e



Proper identification of steel connections according to the existing literature.




- Written evidence

- Oral evidence





- Essay (Short responses, extended responses)


trainee.

Checklist Score

Yes No

Indicator 1: Steel connection are properly identified

Connections are defined

Joints are defined

Arrangements of joints are identified

Indicator 2: Joints components are properly identified

Bolts are identified

Pins are identified

Rivets are identified

Welds are identified

Plates and cleats are identified

Indicator 3: Arrangement of joints are properly identified

Joints for force transmission are identified

279 | P a g e

Joints for force moment transmission are identified

Force and moment joints are identified

Onservation

Learning Outcome 3.2: Design bolts


Bearing bolts in shear

Defininition

Design procedures

Bolts in tension

Defininition

Design procedures

Bearing bolts in shear and

tension.

Defininition

Design procedures

Bolts in bearing

Defininition

Design procedures




exercise on bearing bolts in

shear




exercise on bearing bolts in

shear and tension




exercise on bolts in bearing

- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes :

Eurocode &

British standards

- Book reference



Proper design of bolts according to Eurocode 3.




- Written evidence




280 | P a g e

- Oral evidence

- Product evidence

- Sentense completion questions



trainee.


- Task: Design bolts according to Eurocode 3.

Checklist Score

Yes No

Indicator 1: Bearing bolts in shear are properly designed

Bearing bolts are defined

Bearing bolts in shear are designed

Indicator 2: Bolts in tension are properly designed

Bolts in tension are defined

Bolts in tension are designed

Indicator 3: Bearing bolts in shear and tension are properly designed

Bearing bolts in shear and tension are defined

Bearing bolts in shear and tension are designed

Indicator 4: Bolts in bearing are properly designed

Bolts in bearing are defined

Bolts in bearing are designed

Observation

Learning Outcome 3.3: Design welds


Full penetration butt welds

Definition

Design procedures

Fillet welds

Definition

Design procedures




exercise on full

penetration butt welds




- White board

- Flipcharts

- Markers,

- Chalks,

- Papers

- Pens

- Projector

281 | P a g e

exercise on fillet welds. - Duster

- Laptop

- Codes : Eurocode

& British

standards

- Book reference



Proper design of welds according to Eurocode 3.




- Written evidence

- Oral evidence

- Product evidence







trainee.


Task: Design welds according to Eurocode 3.

Checklist Score

Yes No

Indicator1: Full penetration butt welds are designed

Full penetration butt welds are defined

Full penetration butt welds are designed

Indicator 2:Fillet welds are properly designed

Fillet welds are defined

282 | P a g e




Structural detail of

connections

Structural details of bolts


calculation note

Definition

Written report

Proviosion of bill of quantity

for steel structures

Definition

Types of bill of quantity

Select format of bill of

quantity

Perform quantity and cost

estimates




exercise on elaboration of

drawings.




exercise on provision of





exercise on provision of bill

of quantity for steel

structures.

- White board

- Flipcharts

- Markers,

- Class

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Codes : Eurocode

& British

standards

- Book reference



Proper detailing and elaboration of steelwork connections according to design results.



Fillet welds are designed

Observation

283 | P a g e


- Written evidence

- Product evidence





- Essay (short responses, extended responses).


Task : Prepare a structural calculation note in line with the

obtained results.

Checklist Score

Yes No


Bolts structure drawings plans are produced

Details of connections plans are produced

Indicator 2: Structural calculation are done

Structural calculation note is defined

Writted report is produced

Indicator 3: Bill of quantity is well performed

Bill of Quantity is defined

Types of bill of quantity are identified

Bill of quantity format is identified

Quantity and cost estimates are done

Observation

284 | P a g e




conduct a structural design of a one (1) storeyed steel

commercial building in Gasabo district. The contract scope is

about roof, beam, Column and connections. As a steel

structures designer and employee of the company, you are

requested to perform this design and produce a structural

report in at most three (3) days. The final report will be orally

presented after its submission. Use the following data:

The live loads: 3KN/m2

Structural steel Column cross section to be determined

Structural steel beam section to be determined

Characteristic strength is Fy= 355N/mm2

Ultimate strength is Fu= 500N/mm2

Connection size to be determined

The additional information are found on architectural

drawings to be availed.


-Computer laptop

-Scientific calculator

Materials

-EN1991-1-1, April 2002

-Pens

-Papers

-Architectural drawings


Checklist Score

Yes No


Tools


Materials

Codes (EN1991-1-1)

Pens

Papers


285 | P a g e

Equipment

Computer Laptop


Roof designed with specified standards.

Beam designed with specified standards

Column designed with specified standards

Connections designed with specified standards

Observation


Checklist Score

Yes No


Axial forces are accurately calculated

Ultimate design axial force

Resisting axial force

Tension forces are accurately determined

Ultimate tension force

Resisting tension force


Structural steel work schedules are provided


Observation


Checklist Score

Yes No

Indicator 1: Design done is clear

Found tension forces are true

Provided structural steelwork is equivalent


286 | P a g e


Indicator 2: Design period is respected


Observation

References

1. W.M.C. McKenzie, (2004), Design of structural elements, ISBN 0−333−00000−0.

2. Peter Knowless, (2005), Design of structural steelwork, second edition; Surrey

University

3. Press.

4. LJ Morris & DR Plum, Design of structural steelwork to BS 5950, second edition.

5. Dr Ram Chandra, Design of steel structures, Vol. 1 & 2.

6. Frixos Joannides& Alan Weller, (2002), Structural steel design to BS 5950: part 1.

7. Jack C. Mc Cormac, Stephen F. Csernak, (2012), Structural steel design, fifth Edition.

8. Dr. B. Punnia, Ashok Kumar Jain, Arun Kumar Jain, Comprehensive Design of Steel

Structures.

9. Trevor Draycott and Peter Bullman. (2013), Structural Elements Design Manual

Working with Eurocodes, 2nd Edition., Published by Routledge, 2Park Square, Milton

Park, Abigndon, Oxon OX14 4RN, 711 Third Avenue New York, NY, 10017, USA.

10. EN 1991-1-1 (2002): Eurocode 1: Actions on structures, General actions - Densities,

self-weight, imposed loads for buildings.

11. BS 6399-1, (1996): Loading for Buildings, Code of Practice for Dead and Imposed

Loads

287 | P a g e

CSTTS701 Design Timber Structure


60

Credits: 6

Sector:




Purpose statement

This module is designed for students pursuing Advanced diploma courses in Construction

Technology. It describes skills, knowledge and attitude required to design a timber structure.

At the end of the module, students will be able to describe timber structures, to design

timber structural members and design composite timber & wood-based sections, built-up

columns and joints with connectors.

CSTTS701- DESIGN OF TIMBER STRUCTURE

288 | P a g e


Design of steel structures.







1. Describe timber structures 1.1. Proper identification of types and natural

characteristics of timber according to

existing literature.

1.2. Proper identification of properties and

use timnber materials according to


1.3. Proper description of strength grading of

timber according to Eurocode and British

standards.

1.4. Proper Description of adhesives bonding,

preservative treatment, fire safety and

resistance of timber structures

accordiding to existing literature.

2. Design timber structural members.

2.1. Proper description of timber design

concepts according to Eurocode 5 and

British Standards.

2.2. Proper design of timber structural members

subjected to flexure according to Eurocode

289 | P a g e

5and British Standards.

2.3. Proper design of timber structural members

and walls subjected to axial or combined

axial and flexural actions according to

Eurocode 5 and British Standards.

2.4. Proper design of glued laminated members

according to Eurocode 5 and British

Standards.

2.5. Accurate elaboration of timber structural

members according to design results.

3. Design of composite timber & wood-

based sections, built-up columns

and joints with connectors

3.1. Proper design of composite and wood-

based sections according to Eurocode 5 and

British Standards.

3.2. Proper design of built-up according to


3.3. Proper design of joints with connectors

according to Eurocode 5 and British

Standards.

3.4. Accurate elaboration of timber structural

members according to design results.

290 | P a g e

LEARNING UNIT 1 – DESCRIBE TIMBER STRUCTURES

Learning Outcomes:

1.1. Identify types and natural characteristics of timber.

1.2. Identify the properties and use of timber materials.

1.3. Describe the strength grading of timber.

1.4. Describe adhesives bonding, preservative treatment, fire

safety and resistance of timber structures.


Learning Outcome 1.1: Identify types and natural characteristics of timber



Timber

Advantages of using

timber

Types of timber

Softwoods

Hardwoods

Engineeried wood products

Glued-laminated

timber

Cross-laminated timber

Plywood

Laminated veneer

lumber

Laminated strand

lumber

Parallel strand lumber

Oriented strand board

Particleboards and

fibre composites

Thin webbed joists



presentation /

demonstration on

explanation of key terms.



presentation /

demonstration on types of

timber.



presentation /

demonstration on

engineered wood products.



presentation /

demonstration on natural

characteristic of timber.

- White board

- Markers,

- Flipcharts

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.

291 | P a g e

Thin webbed beam

Structural insulated

panels.

Natural characteristics of

timber

Knots

Slope of grain

Reaction wood

Juvenile wood

Density and annual ring

widths

Conversion of timber

Seasoning

Seasoning defects

Cracks and fissures

Fugal decay.



Proper identification of types and natural characteristics of timber according existing literature.




- Written evidence

- Oral evidence







292 | P a g e

trainee.

Checklist Score

Yes No

Indicator 1: Key terms is properly identified

Timber is defined

Advantages of timber are explaned

Indicator 2: Types of timber are well identified

Softwoods are identified

Hardwoods are identified

Indicator 3: Engineered wood products are well identified

Glued-laminated timber is identified

Cross-laminated timber is identified

Plywood is identified

Laminated veneer lumber is identified

Laminated strand lumber is identified

Parallel strand lumber is identified

Oriented strand board is identified

Particleboards and fibre composites are identified

Thin webbed joists are identified

Thin webbed beam is identified

Structural insulated panels are identified

Indicator 4: Natural characteristics of timber are well identified

Knots are identified

Slope of grain is identified

Reaction wood is identified

Juvenile wood is identified

Density and annual ring widths are identified

Conversion of timber is identified

293 | P a g e

Seasoning is identified

Seasoning defects are identified

Cracks and fissures are identified

Fugal decay is identified

Observation

Learning Outcome 1.2: Identify the properties and use of timber materials.


Mechanical properties of

timber

Hardness

Specific gravity

Strength

Toughness

Elasticity

Durability

Workability

Free of abrasion

Physical properties of timber

Color

Appearance

Moisture Content

Grain

Shrinkage

Swelling

Density

Wraping

Deflectness

Soundness

Use of timber structures



presentation /

demonstration on

mechanical properties of

timber.



presentation /

demonstration on physical

properties of timber



presentation /

demonstration on use of

timber structures.

- White board

- Markers,

- Flipcharts

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.

294 | P a g e

Construction of

buildings

Construction of bridges

Conartuction of

machinery

Construction of war

engines

Construction of civil

engineering works

Construction of boats.



Proper identification of properties and use materials of timber according to existing literature.




- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Mechanical properties of timber are properly identified

Hardness is identified

295 | P a g e

Specific gravity is identified

Strength is identified

Toughness is identified

Elasticity is identified

Durability is identified

Workability

Free of abrasion

Indicator 2: Mechanical properties of timber are properly identified

Color is identified

Appearance is identified

Moisture content is identified

Grain is identified

Shrinkage is identified

Swelling is identified

Wraping is identified

Density is identified

Deflectness is identified

Soundness is identified

Indicator 3: Use of timber structures are properly identified

Construction of buildings are identified

Construction of bridges are identified

Construction of machinery is identified

Construction of war engines are identified

Construction of civil engineering works are identified

Construction of boatsa re identified

Observation

296 | P a g e

Learning Outcome 1.3: Describe the strength grading of timber


Visual grading

Definition

Characteristics

Specifications

Advantages

Machine grading

Definition

Characteristics

Advantages

Strength classes

Softwood grades

Hardwood grade

Material properties



presentation /

demonstration on visual

grading.



presentation /

demonstration on machine

grading.



presentation /

demonstration on strength

classes.

- White board

- Markers,

- Flipcharts

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.



Proper description of strength grading of timber according to Eurocode and British standards.




- Writtenevidence






297 | P a g e


trainee.

Learning Outcome 1.4: Describe bonding, perservative treatment, fore safety and resistance of timber structure.


Adhesive bonging of timber

Definition

Adhesives

requirements

Adhesive types.

Timber preservative

treatment



presentation /

demonstration on adhesive

bonding of timber.



- White board

- Markers,

- Flipcharts

- Chalks,

- Papers

- Pens

- Projector

Checklist Score

Yes No

Indicator 1: Visual grading is well discussed

Visual grading is defined

Characteristics of visual grading are identified

Specifications used for visual grading are identified

Advantages of visual grading are discussed

Indicator 2: Machine grading is discussed

Machine grading is defined

Characteristics of machine grading are identified

Advantages of machine grading are discussed

Indicator 3: Timber strength classes are identified

Softwood classes are identified

Hardwood classes are identified

Material properties are identified

Observation

298 | P a g e

Definition

Causes

Methods of application

of preservative

treatments.

Recommendations for

the treatment of

softwood timbers and

protection of timber /

timber products

Timber fire safety and

resistance

Fire safety

Fire resistance

Factors to depend on

timber fire protection.

The treatments used.

presentation /

demonstration on timber

preservative treatments



presentation /

demonstration on timber

fire safety and resistance.

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.



Proper description of adhesives bonding, preservative treatment, fire safety and resistance of timber structures accordiding to existing literature.




- Writtenevidence





299 | P a g e

- Oral evidence



trainee.

Checklist Score

Yes No

Indicator 1: Adhesive bonding of timber is well discussed

Adhesives are explained

Adhesives requirements are identified

Adhesive types are identified

Indicator 2: Timber preservative treatment is properly discussed

Timber preservative treatment is defined

Causes of timber preservative are identified

Methods of application of preservative treatments

are discussed

Recommendations for the treatment of softwood

timbers and protection of timber / timber products

are discussed.

Indicator 3: Timber fire safety and resistance is well discussed

Timber ire safety is discussed

Timber fire resistance is discussed

Factors to depend on timber fire protection are

identified

Treatments used for timber treatment are discussed

Observation

300 | P a g e

LEARNING UNIT 2 – DESIGN TIMBER STRUCTURAL MEMBERS

Learning Outcomes:

2.1. Dscribe timber design concepts.

2.2. Design timber structural members subjected to flexure.

2.3. Design timber structural members and walls subjected to

axial or combined axial and flexural actions.

2.4. Design glueled laminated members.

2.5. Elaborate timber structural member documents.


Learning Outcome 2.1: Describe timber structural design concepts.


Principle of limit state design



Codes related to timber

design

EC5 Part 1-1, BS EN

1995 Part 1-1

EC5 Part 1-2, BS EN

1995 Part 1-2

EC6 Part 2, BS EN 1995

Part 2

Verification by partial factor

method

Load combination

Partial safety factor

Member axes

Symbols used in design

of a structural timber.

Design values of material

properties



presentation /

demonstration on principle

of limit state design.



presentation /

demonstration on codes

related to timber design.



presentation /

demonstration on

verification by partial factor

method.



presentation /

demonstration on design

values of material

- White board

- Markers,

- Flipcharts

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.

301 | P a g e

Timber strength classes

Characteristic values

Variation of timber

stiffness and strength

with load duration

Timber stiffness

Load duration

classes

Service classes

Solid timber and timber

durability

Solid timber

Length of softwood

structural timber

Tolerances on ncross-

section dimensions

Durability

Standards

Sawn softwood

structural tmber:

target and sections

Softwood structural

timber planed on four

sides: target sizes and

section properties.

properties.



Proper description of timber design concepts according to Eurocode 5 and British Standards.

302 | P a g e




- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Principle of limit state design are properly discussed

Ultimate limit state is discussed

Servicealbility limit state is discussed

Indicator 2: Codes related to timber design are properly identified

EC5 Part 1-1, BS EN 1995 Part 1-1

EC5 Part 1-2, BS EN 1995 Part 1-2

EC6 Part 2, BS EN 1995 Part 2

Indicator 3: Verification by partial fator method is properly discussed

Load combination is discussed

Partial safety factor is discussed

Member axes are discussed

Symbols used in design are discussed.

Indicator 4: Design values of material properties are properly discussed

Timber strength classes are identified

Characteristic values are identified

Variation of timber stiffness and strength with load

303 | P a g e

duration is discussed.

Indicator 5: Solid timber and timber durability are properly discussed

Solid timber is discussed

Durability is discussed

Observation

Learning Outcome 2.2: Design timber structural members subjected to flexure



Flexural members

Examples of flexural

members

Rectangular beams

Floor joists

Rafters

Purlins

Design principles

Design considerations

Main design

requirements

The equilibrium states

and strength

conditions

Small deflection

bending theory.

Partial factor method

Design value of the effect of

actions

Combination of

actions

Strength related states



presentation /

demonstration on

definitions of key terms.



presentation /


considerations.



presentation /


value of the effect of

actions.



presentation /

demonstration on member

span.



presentation /

demonstration / practical

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.

304 | P a g e

Equilibrium related

states

Loading conditions

Member span

Action beam bearing

length

Beam bearing length

required

Clear span

Effective span, design

span

Design for Ultimate Limit

State (ULS).

Bending

Shear

Bearing (compression

perpendicular to the

grain).

Torsion

Combined shear and

torsion

Design for Serviceability

Limit States (SLS)

Deformation

Vibration

exercise on Design for

Ultimate Limit State.



presentation /


exercise on design for

Serviceability Limit State.



Proper design of members subjected to flexure according to Eurocode 5 and British Standards.

305 | P a g e




- Written evidence

- Oral evidence

- Product evidence







trainee.


Task: Design members subjected to flexure according to


Checklist Score

Yes No

Indicator 1: Key terms are properly explained

Flexural members are explained

Examples of flexural members are identified

Design principles is defined

Indicator 2: Design considerations are well discussed

Main design requirements are identified

The equilibrium states and strength conditions are

discussed

Small deflection bending theory is discussed

Partial factor method is discussed

Indicator 3: Design values of the effect of actions are properly discussed

Combination of actions is identified

Strength related states is discussed

306 | P a g e

Equilibrium related states is discussed

Load conditions is discussed

Indicator 4: Member span is well discussed

Action beam bearing length is explained

Beam bearing length required is explained

Clear span is explained

Effective span, design span is explained

Indicator 5: Design for Ultimate Limit State (ULS) is well aplied

Design for bending proceduresare applied

Design for shear procedures are applied

Design for bearing procedures are appied

Design for btorsion procedures are appied

Combined shear and torsion procedures are applied

Indicator 6: Design for Servicealbility Limit State (SLS) is well aplied

Design for deformation is applied

Design for vibration is applied

Observation

Learning Outcome 2.3: Design timber structural members and walls subjected to axial or combined axial and flexural actions.



Axially loaded

members

Design requirements

The equilibrium states

and strength conditions

Small deflection

bending theory.

Partial factor method



/ presentation /

demonstration on

identification of

dimensions of roof

elements.



/ presentation /

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

307 | P a g e

Design of members

subjected to axial actions

Members subjected to

axial compression


compression at an

angle to the grain.


axial tension.


combined bending and axial

loading.

Where lateral torsional

instability due to

bending about the

major axis will not

occur.

Lateral torsional

instability under the

effect of bending about

the major axis.


combined bending and

axial tension.

Design of stud walls

Design of load-bearing

walls.

Out of plane deflection

of load-bearing stud

walls (and columns).

demonstration /

practical exercise on

details plan of elements.



/ presentation /

demonstration /


members subjected to

combined bending and

axial loading.



/ presentation /

demonstration /


design of stud walls.


- Code : Eurocode 5,

British standards.

308 | P a g e



Proper design of members and walls subjected to axial or combined axial and flexural actions according to Eurocode 5 and British Standards.




- Written evidence

- Oral evidence

- Product evidence






trainee.


Task: Design members and walls subjected to axial or

combined axial and flexural actions according to Eurocode 5

and British Standards.

Checklist Score

Yes No


Axially loaded members are discussed


The equilibrium states and strength conditions are

discussed

Small deflection bending theory is discussed.

Partial factor method is discussed

Indicator 2: Design of members subjected axial actions is well done.

Procedures fo designing members subjected to axial

309 | P a g e

compression are applied.

Procedures fo designing members subjected to

compression at an angle to the grain are applied.

Procedures fo designing embers subjected to axial

tension are applied.

Indicator 3: Design members subjected to combined bending and axial loading is done

Procedures for designing members where lateral

torsional instability due to bending about the major

axis not not to occur are applied.

Procedures for designing lateral torsional instability

under the effect of bending about the major axis are

applied.

Procedures for designing members subjected to

combined bending and axial tension are applied.

Indicator 4: Design stud walls is well done

Procedures for designing load bearing walls are

applied.

Procedures for designing out of plane deflection of

load learing stud walls (and columns) are applied.

Observation

Learning Outcome 2.4: Design glued laminated members.


Definition, use and

advantages of glued laminated

members

Definition of glued

laminated members.

Use of glued laminated

members.



/ presentation /

demonstration on

definition, use and

advantages of glued

laminated members.


- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

310 | P a g e

Advantages of glued

laminated members.

Design considerations &

generalities

Design effect

Requirements

Design prodecures

Horizontal and vertical

glued laminated timber

Design methodology

Design of glued-laminated

members with tapered, curved

or pitched curved profiles (also

applicable to LVL members).

Design of single tapered

beams.

Design of double

tapered beams, curved

and pitched cambered

beams.

Design of double

tapered beams, curved

and pitched cambered

beams subjected to

combined shear and

tension perpendicular to

the grain.


/ presentation /


considerations &

generalities.



/ presentation /

demonstration /

practical exercises on

design of glued-

laminated members with

tapered, curved or

pitched curved profiles.

- Laptop

- Book reference



British standards.



Proper design of glued laminated members according to Eurocode 5 and British Standards.

311 | P a g e




- Written evidence

- Oral evidence

- Product evidence






trainee.


Task: Design of glued laminated members according to


Checklist Score

Yes No

Indicator 1: Definition, use and advantages of glued laminated members are discussed

Glued laminated members are defined

Use of glued laminated members are discussed

Advantages of glued laminated members are

identified.

Indicator 2: Design considerations & generalities are discussed

Design effects are discussed

Design requirements are discussed

Design prodecures are discussed

Horizontal and vertical glued laminated timber is

discussed.

Design methodology is discussed

Indicator 3: Design of glued-laminated members with tapered, curved or pitched curved profiles (also applicable to LVL members) is well done.

Procedures for designing single tapered beams are

applied.

312 | P a g e

Procedures for designing double tapered beams,

curved and pitched cambered beams are applied.

Procedures for designing double tapered beams,

curved and pitched cambered beams subjected to

combined shear and tension perpendicular to the

grain are applied.

Observation

Learning Outcome 2.5: Elaborate timber structural member documents.



Structure plan

Details Details of timber

structural members.


calculation note.

Definition

Written report



/ presentation /

demonstration /

practical exercises on

timber structural

member documents.

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference



British standards.



Accurate elaboration of timber structural member documents according to design results.



313 | P a g e


- Written evidence

- Product evidence






Task: Produce timber structural member documents in line

with the design results.

Checklist Score

Yes No

Indicator 1: Timber structural member documents are well produced

Structural notes are produced

Drawings are elaborated

Written report is produced

Observation

314 | P a g e

LEARNING UNIT 3–DESIGN COMPOSITE TIMBER & WOOD-BASED SECTIONS, BUILT-UP COLUMNS AND JOINTS WITH CONNECTORS

Learning Outcomes:

3.1. Design composite timber and wood-based sections.

3.2. Design of built-up columns.

3.3. Design of joints with connectors.



Learning Outcome 3.1: Design composite timber and wood-based sections


Methods used for

assembly

Structural sections

Composite

sections formed

using glued joints.

Composite

sections formed

using mechanical

joints.


Composite

sections.

Design rules and

requirements.

Design process for

composite

sections.

Small deflection

bending theory.

Design of Glued


internet research / presentation /

demonstration on methods used

for assembly.




considerations.




exercises on design of glued

composite sections.

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.

315 | P a g e

composite sections

Glued thin

webbed beams

Strength analysis

of glued thin

webbed beams

Displacement at

the

servicealbility

limit states

(SLS).

Glued thin flanged

beams (stressed

skin panels).

Effect flange

width

Flange buckling

Section

properties

Stresses in

flanges

Stresses in web

Deflection at the

SLS.



Proper design of composite and wood-based sections according to Eurocode 5 and British Standards.



316 | P a g e


- Written evidence

- Oral evidence

- Product evidence







trainee.


Task: Design composite timber and wood-based sections

according to Eurocode 5 and british standards.

Checklist Score

Yes No

Indicator 1: Methods used for assembly are properly identified

Structural sections are discussed

Composite sections formed using glued joints are

discussed.

Composite sections formed using mechanical joints

are discussed.

Indicator 2: Design considerations are properly identified

Composite sections are discussed

Design rules and requirements are identified

Design process for composite sections are discussed.

Small deflection bending theory is discussed

Indicator 3: Design considerations are properly identified

Design procedures for designing glued thin webbed

beams.

Design procedures for designing glued thin webbed

beams.

317 | P a g e

Observation

Learning Outcome 3.2: Design of built-up columns.


Explanations of key terms

Built-up columns

Importance of buil-up

columns

Varieties of built-up

columns

Design procedures for

built-up column.


Axially loaded built-up

columns.

Design rules and

requirements

Equilibrium states and

strength conditions.

Displacement conditions.

Bending stiffness of built-up

columns.

Reasons to be based on in

determining bucling

strength.

The effective bending

stiffness of built-up

sections about the strong

(y–y) axis.



presentation /

demonstration on

explanations of key terms.



presentation /


considerations.



presentation /


exercises on bending


columns.



presentation /


exercises on combined axial

loading and moment.



presentation /

demonstration on effect of

creep at ULS.

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.

318 | P a g e

The effective bending


sections about the z–z axis.

Design procedure

Built-up sections – spaced

columns.

Explanation

Design procedure for

spaced columns

Built-up sections-laticed

columns.

Explanation

Design procedure for

spaced columns

Combined axial loading and

moment.

Effect of creep at ULS



Proper design of built-up according to Eurocode 5 and British Standards.




- Written evidence

- Oral evidence







319 | P a g e

- Product evidence

trainee.


Task: Design of built-up columns according to Eurocode 5 and

British standards.

Checklist Score

Yes No

Indicator 1: Key terms are propery explained

Built-up columns are defined

Importance of built-up columns is discussed

Varieties of built-up columns are identified

Design procedures for built up columns are discussed

Indicator 2: Design considerations are propery discussed

Axially loaded built-up columns are discussed

Design rules and requirements are discussed

Equilibrium states and strength conditions are

discussed

Displacement conditions are discussed

Indicator 3: Bending stiffness of built-up columns are propery designed

Reasons to be based on in determining bucling

strength are identified.

The effective bending stiffness of built-up sections

about the strong (y–y) axis are designed.

The effective bending stiffness of built-up sections

about the z–z axis are designed.

Design procedure of built-up columns are applied.

Design procedures for Built-up sections – spaced

columns are applied.

Design procedures for Built-up sections-laticed

columns are applied.

320 | P a g e

Observation

Learning Outcome 3.3: Design of joints with connectors.


Explanations of key terms

Connectors

Type of timber connector

The configuration and

material requirements.


Design rules and

requirements

Main design effects

Strength and displacement

requirements for

connectors.

Toothed-plate connectors

Strength behaviour

Material used

Single-sided toothed-plate

connectors

Double-sided toothed plate

Design requirements for

toothed-plate connectors.

Member thickness.

Ring and shear-plate

connectors

Strength behaviour

Strength equations for

types of connectors.



presentation /

demonstration on

explanations of key terms.



presentation /


considerations.



presentation /


exercises on toothed-plate

connectors.



presentation /


exercises on ring and

shear-plate connectors.



presentation /


exercises on multiple shear

plane connections.


- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.

321 | P a g e

Ring connectors

Shear-plate connectors

Design requirements for

split-ring and shear-plate

connectors.

Connectore strength.

Multiple shear plane

connections.

Multiple shear planes and

the connected members

The toothed-plate

connector bolt in toothed-

plate connections.

Brittle failure due to

connection forces at an angle to

the grain.

Brittle failure

Force component

Splitting strength of a

connector.

Alternating forces in

connections.

Short-term alternating

forces

The characteristic load

carrying capacity.

Design requirements.

Design strength of a laterally

loaded connection.

Loaded parallel to the

grain.

Loaded perpendicular to


presentation /


exercises on brittle failure

due to connection forces

at an angle to the grain.



presentation /


exercises on alternating

forces in connections.



presentation /


exercises on design

strength of a laterally

loaded connection.

322 | P a g e

the grain

Loaded at an the grain

Stiffness behaviour of

toothed-plate, ring and shear-

plate connectors.

Lateral stiffness

Split modulus

Types of connector vs

serviceability limit state

slip modulus.

Single-sided toothed-plate

connectors or shear-plate

connectors.



Proper design of joints with connectors according to Eurocode 5 and British Standards.




- Written evidence

- Oral evidence

- Product evidence







trainee.

- Observation check list

Task: Design of joints with connectors according to Eurocode 5

and British standards.

323 | P a g e

Checklist Score

Yes No

Indicator 1: Explanations of key related terms are properly done

Connectors are defined

Types of timber connector are identified

The configuration and material requirements are

discussed.


Design rules and requirements are discussed

Main design effects are discussed

Strength and displacement requirements for

connectors are discussed.

Indicator 3: Toothed-plate connectors are well designed

Strength behavior is discussed

Material used are identified

Single-sided toothed-plate connectors is designed

Double-sided toothed plate is designed

Design requirements for toothed-plate connectors is

discussed.

Member thickness is provided

Indicator 4: Ring and shear-plate connectors are well designed

Strength behaviour

Strength equations for types of connectors

Ring connectors

Shear-plate connectors

Design requirements for split-ring and shear-plate

connectors

Connector strength

Indicator 5: Multiple shear plane connections are well designed

324 | P a g e

Multiple shear planes and the connected members are

designed.

The toothed-plate connector bolt in toothed-plate

connections are designed.

Indicator 6: Brittle failure due to connection force at an angle to the grain are well

analysed

Brittle failure is analyzed

Force component is analyzed

Splitting strength of a connector is analyzed.

Indicator 7: Alternative forces in connections are well designed

Short-term alternating forces are calculated

The characteristic load carrying capacity is computed

Design requirements are discussed

Indicator 8: Design strength of laterally loaded connection are well done

Loaded parallel to the grain is designed

Loaded perpendicular to the grain is designed

Loaded at an the grain is designed

Indicator 9: Stiffness behaviour of toothed-plate, ring and shear-plate connectors is

designed.

Lateral stiffness is computed

Split modulus is computed

Types of connector vs serviceability limit state slip

modulus are discussed

Single-sided toothed-plate connectors or shear-plate

connectors are designed.

Observation

325 | P a g e




Structure plan

Details Details of timber

structural members.


calculation note.

Definition

Written report



presentation /


exercises on elaboration of

drawings.



presentation /


exercises on provisional of


- White board

- Markers,

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

- Code : Eurocode

5, British

standards.



Accurate elaboration of timber structural members according to design results.




- Writtenevidence

- Product evidence






Task : Elaborate design documents in line with the designed

results.

326 | P a g e

Checklist Score

Yes No


Structural calculation note is provided

Drawings are elaborated

Reports is produced

Observation

327 | P a g e




conduct a structural design of a one (1) storeyed timber

commercial building of Huye district. The contract scope is

about roof, beam, Column and connections. As a timber

structural designer and employee of the company, you are

requested to perform this design and produce a structural

report in at most three (3) days. The final report will be orally

presented after its submission. Use the following data:

Use solid timber material


Structural timer Column cross section to be determined

Structural timber beam section to be determined

Unity weight of timber is 20 kN /m3

Connections sizes to be determined

The additional information are found on architectural

drawings to be availed

Othe required values to be used are to be reasonably

assumed based on standard tables.


-Computer laptop

-Scientific calculator

Materials

-EN1991-1-1, April 2002

-Pens

-Papers

-Architectural drawings


Checklist Score

Yes No


Tools


Materials

Codes (EN1991-1-1)

328 | P a g e

Pens

Papers


Equipment

Computer Laptop


Roof designed with specified standards



Connections designed with specified standards

Observation


Checklist Score

Yes No


Axial forces are accurately calculated

Ultimate design axial force

Resisting axial force

Tension forces are accurately determined

Ultimate tension force

Resisting tension force


Structural timber work schedules are provided


Observation

329 | P a g e


Checklist Score

Yes No


Found tension forces are true

Provided structural steelwork is equivalent



Indicator 3.2: Design period is respected


Observation

References

1. Jack Porteous and Abdy Kermani, (2013), Structural Timber Design to Eurocode 5,

2nd Edition. Published by Blackwell Publishing Ltd.

2. E. C. Ozelton & J. A. Baird. (2004), Timber Designer’s Manual, 3rd Edition. Blackwell

science Ltd,

3. Breyer, D. E. (1980): Design of Wood Structures, McGraw-Hill Book Company.

4. Kollmann, F. P.; Côté, W. A. (1967): Principles of Wood Science and Technology,

Volume I: Solid Wood, Springer-Verlag, Berlin.

5. BS EN 1995-1-1: (2004). Eurocode 5: Design of Timber Structures. Part 1-1: General –

Common Rules and Rules for Buildings, British Standard Institution.

6. EN 1991-1-1 (2002): Eurocode 1: Actions on structures, General actions - Densities, self-weight, imposed loads for buildings.

7. Ceccotti, A., (2003) Composite structures. In: Thelandersson, S., Larsen, H.J. (eds),

Timber Engineering. Wiley, London.

330 | P a g e

CSTPS701 Apply Prokon Structural Analysis and Design


30

Credits: 3

Sector: Construction and Building Services



Purpose statement


Technology. It describes the skills, knowledge and attitude required to apply prokon

structural analysis and design.

At the end of the module, students will be able to explore prokon interface, perform timber

member design, perform steel member and connection desigb and reinforced concrete

design.

CSTPS701- PROKON STRUCTURAL ANALYSIS AND DESIGN

331 | P a g e


1. Design of foundations, retaining walls and water tank.

2. Design of steel structures

3. Design of timber structures







1. Explore Prokon interface 1.1. Manage properly the user

interface

1.2. Proper identification of required

settings according to the project

1.3. Proper selection of scale and set

units to use according to the project

2. Perform timber member design 2.1. Proper analysis of the frame according to

the type of structure

2.2. Accurate checking of wood member sizes

according to the bending stresses

2.3. Proper analysis of the results according the

design standards

3. Perform steel member and

connection design

3.1 Proper analysis of the steel frame according

to the type of structure

3.2 Accurate checking of steel member sizes

according to the bending stresses

3.3 Proper analysis of the results according the

332 | P a g e

design standards

4. Perform reinforced concrete design 4.1 Proper analysis of the Reinforced concrete

frame according to the type of structure

4.2 Accurate design of structural members

according to the type of loading

4.3 Proper analysis of the results according the

design standards.

333 | P a g e

LEARNING UNIT 1 – EXPLORE PROKON INTERFACE

Learning Outcomes:

1.1. Manage the user interface

1.2. Identify required settings

1.3. Select units to be used


Learning Outcome 1.1: Manage the user interface


Concrete structural member

Column

Beam

Slab

Footing

Timber structural member

Column

Beam

Slab

Steel structural member

Column

Beam

Slab


/ presentation / internet

research / demonstration

on concrete structural

member.




on timber structural

member.




on steel structural member.

- Software

protocols

- White board

- Storage devices

(flash disc, CD,

External disk)

- Markers,

- Chalks,

- Papers

- Projector

- Duster and

- Laptop



Proper management of the user interface



334 | P a g e


- Written evidence

- Oral evidence








trainee.


Task: Manage prokon user interface.

Checklist Score

Yes No

Indicator 1: Concrete structural member are managed

Column is managed identified

Beam is managed identified

Slab and footing are identified

Indicator 2: Timber structural members are managed

Column is identified

Beam is identified

Slab is identified

Indicator 3: Steel structural members are identified

Column is identified

Beam is identified

Slab is identified

Observation

Learning Outcome 1.2: Identify required settings


Parameters

Fcu



- Software

protocols

335 | P a g e

Fy

Fvy

Load factors

Density of materials

Creep coefficient

Member sections

Width

Depth

Supports

Spans

Loads

Live loads

Dead loads

Wind loads


on parameters




on member sections.




on loads

- Storage devices

(flash disc, CD,

External disk)

- White board

- Markers

- Classroom

- Chalks,

- Papers

- Projector

- Duster and

- Laptop



Proper identification of required settings according to the project




- Written evidence

- Oral evidence







trainee.

336 | P a g e

Checklist Score

Yes No

Indicator 1: Parameters are identified

fcu,Fy,Fvy,creep coefficient are identified

Identification of density of materials

load factors are identified

Indicator 2: Member sections are identified

Width is identified

Depth is identified

Supports are identified

Spans are identified

Indicator 3: Loads are identified



Wind loads are identified

Observation

337 | P a g e

Learning Outcome 1.3: Select units to be used



Identification of dimension

unity

Identification of unit of

measurement for materials

Characteristics of materials

Reinforced Conctere

Steel

Timber

Material grade

Concrerete Fcu

Steel Fy

Links Fyv

Timber grade




on unity of measurement




on characteristics of

materials




on materials grade

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

- Laptop



Proper selection of units to use according to the project




- Written evidence

- Oral evidence







trainee.

338 | P a g e

Checklist Score

Yes No

Indicator 1: Units of measurement are selected

Identification of dimension unity is done

Identification of unity of measurement for materials

is done

Indicator 2: Materials characteristics are identified

Characteristics of Reinforced Conctere are done

Characteristics of steel are done

Characteristics of timber are done

Indicator3 : Material grade are selected

Concrerete Fcu is done

Steel Fy is done

Links Fyv is done

Timber grade is done

Observation

339 | P a g e

LEARNING UNIT 2 – PERFORM TIMBER MEMEBER DESIGN

Learning Outcomes:

2.1. Analyse the timber frame structure

2.2. Check wood member sizes

2.3. Analyse the results


Learning Outcome 2.1: Analyse timber frame structure


Description of frame

elements

Select the timber grade to

use

Select the members to be

designed

Enter the design

parameters

Select the section

dimensions to use.

Selection of the load cases

to be considered

Live loads

Dead loads

Wind loads

Section properties

calculations

Slenderness ratio

Moment of inertia

Section modulus




on description of frame

elements




on selection of the load

cases to be considered




on section properties

calculations

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

- Laptop

340 | P a g e



Proper analysis of timber frame according to the type of structure




- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Description of frame analysis is well done

Selection of timber grade is done

Member to be designed is done

Design parameters and section dimensions are

selected

Indicator 2: Load case selection is well done

Live loads are selected

Dead loads are selected

Wind loads are selected

Indicator 3: Section properties are well calculated

Column Slenderness ratio is checked

Moment of inertia is computed

341 | P a g e

Section modulus is computed

Observation

Learning Outcome 2.2: check wood member sizes


Member sizes

Width

Depth

Checking Bending stress

Maxim desigm moment

Section modulus

Check slandernes ratio

Checking of load

Live loads

Dead loads

Safety factors




on member sizes




on checking bending stress




on load checking

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board,

Markers,

- Chalks,

- Papers

- Projector

- Duster and

- Laptop



Accurate Check wood member sizes according to the bending stresses.




- Written evidence






342 | P a g e


trainee.

Checklist Score

Yes No

Indicator 1: Wood member sizes are checked

Setion width is checked

Section depth is checked

Indicator 2: Bending stress is checked

Maxim desigm moment is checked

Section modulus is checked

Slendernes ratio is checked

Indicator 3: Loads are respected

Live loads are done

Dead loads are done

Safety factors are done

Observation

Learning Outcome 2.3: Analyse the results


Check Internal forces

Check maximum bending

moment

Check shear forces

Check the member sizes

Width

Depth

Check sizes of timber

Timber grade


work / presentation /

internet research /

demonstration on check

internal forces



internet research /


the member sizes


- Storage devices

(flash disc, CD,

External disk)

- White board and

- Markers

- Projector

- Duster and

- Laptop

343 | P a g e

Timber section

Timber sizes



internet research /


sizes of steel

- Chalks,

- Papers



Proper analysis of the results according the design standards




- Written evidence






Checklist Score

Yes No

Indicator 1: Internal forces are properly checked

Maximum bending moment is checked

Shear forces are checked

Indicator 2: The member sizes are properly checked

Width is checked

Depth is checked

Indicator 3: Sizes of steel are properly checked

Timber grade is checked

Timber section is checked

Timber sizes are checked

344 | P a g e

Observation

345 | P a g e

LEARNING UNIT 3 – PERFORM STEEL MEMBER & CONNECTIONS DESIGN

Learning Outcomes:

3.1. Analyse the steel frame structure

3.2. Check steel member sizes



Learning Outcome 3.1: Analyse steel frame structure


Description of steel frame

elements

Select the steel grade to

use

Select the members to be

designed

Enter the design

parameters

Select the section

dimensions to use.

Selection of the load cases

to be considered

Live loads

Dead loads

Wind loads

Section properties

calculations

Slenderness ratio

Moment of inertia

Section modulus




on description of steel

frame elements




on selection of the load

cases to be considered




on section properties

calculations

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

- Laptop

346 | P a g e



Proper analysis of steel frame according to the type of structure




- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Description of steel frame analysis is well done

Selection of steel grade is done

Member to be designed is done

Design parameters and section dimensions are

selected

Indicator 2: Load case selection is well done

Live loads are selected

Dead loads are selected

Wind loads are selected

Indicator 3: Section properties are well calculated

Column Slenderness ratio is checked

Moment of inertia is computed

347 | P a g e

Section modulus is computed

Observation

Learning Outcome 3.2: Check steel member sizes


Member sizes

Width

Depth

Checking Bending stress

Maxim desigm moment

Section modulus

Check slandernes ratio

Checking of load

Live loads

Dead loads

Safety factors




on member sizes




on checking bending stress




on load checking

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board,

Markers,

- Chalks,

- Papers

- Projector

- Duster and

- Laptop



Accurate Checking steel member sizes according to the bending stresses.




- Written evidence






348 | P a g e


trainee.

Checklist Score

Yes No

Indicator 1: Steel member sizes are checked

Setion width is checked

Section depth is checked

Indicator 2: Bending stress is checked

Maxim desigm moment is checked

Section modulus is checked

Slendernes ratio is checked

Indicator 3: Loads are respected

Live loads are done

Dead loads are done

Safety factors are done

Observation



Check internal forces

Check maximum bending

moment

Check shear forces

Check the member sizes

Width

Depth

Check sizes of steel

Steel grade



internet research /


internal forces



internet research /


the member sizes


- Storage devices

(flash disc, CD,

External disk)

- White board and

- Markers

- Projector

- Duster and

- Laptop

349 | P a g e

Steel diameter

Steel section

Steel sizes



internet research /


sizes of steel

- Chalks,

- Papers







- Written evidence






Checklist Score

Yes No

Indicator 1: Internal forces are properly checked

Maximum bending moment is checked

Shear forces are checked

Indicator 2: The member sizes are properly checked

Width is checked

Depth is checked

Indicator 3: Sizes of steel are properly checked

Steel grade is checked

Steel diameter is checked

350 | P a g e

Steel section is checked

Steel sizes is checked

Observation

351 | P a g e

LEARNING UNIT 4 – PERFORM REINFORCED CONCRETE DISIGN

Learning Outcomes:

4.1. Analyse the reinforced concrete frame

4.2. Perform design of structural members



Learning Outcome 4.1: Analyse a reinforced concrete frame


Plane frame analysis

Setting working units

Design code (British

Standards)

Space frame analysis


Design code(British

Standards)

Space truss analysis


Design code (British

standards)


presentation / internet research /

demonstration on plane frame

analysis



demonstration on space frame

analysis



demonstration on space truss

analysis

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board and

Markers

- Projector

- Duster and

- Laptop

- Chalks

- Papers



Proper analysis of the frame according to the type of structure



352 | P a g e


- Written evidence

- Performance

evidence

- Product evidence





- Observation check

Task: Analyze reinforced plane frame according to type of

structure.

Checklist Score

Yes No

Indicator 1: Plane frame analysis is done

Project Working units are set

Design code is respected

Indicator 2: Space frame analysis is done

Project working units are set


Indicator 3: Space truss analysis is done

Project working units are set


Observation

Learning Outcome 4.2: Perform design of structural members


Continuous beam design


plan

Beam section dimensions




on continuous beam design


- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

353 | P a g e

Rectangular slab design


plan

Slab section dimension

Column design


plan

Column section dimension

Column base design


plan

Base section dimension



on rectangular slab dsign




on column design




on column base design

- White board and

Markers

- Projector

- Duster and

- Laptop

- Chalks

- Papers



Accurate design and detailing of structural members according to the type of loading




- Written evidence

- Performance

evidence

- Product evidence







Task: Produce structural design calculation note.

354 | P a g e

Checklist Score

Yes No

Indicator 1: Design of continuous beam is properly done

Details of reinforcement plan are done

Beam section dimensions are done

Indicator 2: Rctangular slab design is properly done

Details of reiforcement plan is done

Slab section dimensions are done

Indicator 3: Column design is done


Column Section dimension is done

Indicator 4: Column base design is done


Column base section dimension is done

Observation



Beam design

maximu bendingmoment

Shear forceand concrete

cover

Spacing of links and

materials grade

Column design

Check slanderness ratio for

columns

Spacing of links and

concrete cover

Loads and material grade



internet research /

demonstration on beam

design



internet research /

demonstration on column

design



internet research /

- Software

protocols

- Storage devices

(flash disc, CD,

External disk)

- White board and

Markers

- Projector

- Duster and

- Laptop Classroom

- Projector,

- Duster

355 | P a g e

Column base design

steel bars diameter and

material grade


Punching shear stress and

concrete cover

Slab design

Maximum bending

moment

Concrete cover

Steel bar diameter

demonstration on column

base design



internet research /

demonstration on slab

design

- Laptop

- Chalks and

- Papers







- Written evidence

- Performance

evidence

- Product evidence







Task: Check beam, slab, column and column base design

results.

356 | P a g e

Checklist Score

Yes No

Indicator 1: Beam design is done

Maximu bending moment is done

Shear force and concrete cover are done

Spacing of links and material grade are done

Indicator 2: Column design is done

Slenderness ratio is done

Spacing of link and concrete cover are done

Load and material grade is done

Indicator 3: Column base deisgn is done

Steel bar diameter and material grade are done

Ground bearing pressure is done

Punching shear stress and concrete cover are done

Indicator 4: Slab design is done

Maximum bending moment is done

Concrete cover is done

Steel bar diameter is done

Observation

357 | P a g e




conduct a structural design of a two (2) storeyed commercial

building of Gasabo district. The contract scope is about roof,

beam, slab, column and footing design. As a concrete structures

designer and employee of the company, you are requested to

perform this design and produce a structural report in at most

three (3) days under use of prokon software. The final report

will be orally presented after its submission. Use the following

data:


Concrete cover for:

Footing is 50mm

Column is 30mm

Beam is 30mm

Slab is 25mm

Stair is 25mm

The soil bearing capacity is 300Mpa and the footing weight is

assumed to be 10% superstructural loads

Column cross section is 25cm2

The beam width is 200mm

The critical slab dimensions is 3.5*3.5m2

Concrete and steel grades are respectively 30N/mm2 and

460N/mm2

The characteristic strength of links are fyv=250N/mm2

The effective span between two successive columns is 3m,

The additional information including information on stairs are

found on architectural drawings to be availed.


- Computer laptop


Materials

- Codes (BS8110-1997)

- Pens

- Papers

- Architectural drawings

358 | P a g e


Checklist Score

Yes No


Tools


Materials

Codes (BS8110-1997)

Pens

Papers


Equipment

Computer Laptop



Slab designed with specified standards


Stair designed with specified standards

Footing designed with specified standards

Observation


Checklist Score

Yes No


Shear forces are accurately calculated

Ultimate design shear force

Resisting shear force

Bending moments are accurately determined


359 | P a g e

Resisting moment


Bar bending schedules are provided


Observation


Checklist Score

Yes No

Indicator: Design done is clear

Found moments are true

Provided reinforcement is equivalent



Indicator: Design period is respected


Observation

References

1. Tyler G. Hicks, 2007.MC GrawHill. Handbook of Civil Engineering

Calculations.2ndEdition, New York, USA. ISBN-13 : 978-0-07-147293-7.

2. Prab. Bhatt, 2006. Reinforced Concrete Design Theory and Examples.3rd Edition.

New York, NY 10016, USA. Taylor & Francis Group.ISBN 0-415-30795-3.

3. Mosley, W.H. (William Henry) Reinforcedconcrete design.-4th ed.

4. Reinforced Concrete Structural Components.Design. Title II.Bungey, J.H.

(John Henry), 1944-624.18341.ISBN 0-333-53717-3

5. Prokon guide.

360 | P a g e

CSTIP701 Apply Insulations Principles


40

Credits: 4

Sector:




Purpose statement


Technology. It describes the skills, knowledge, and attitudes required to appy insulation

principles.

At the end of this module, the learners will be able to identify insulation material, tools

and equipment, to apply sound insulation and to apply thermal insulation.

CSTIP701- INSULATIONS PRINCIPLES

361 | P a g e


N/A







1. Identify insulation

materials, tools and

equipment

1.1. Appropriate identification of insulation materials

based on the types of insulation

1.2. Proper identification insulation tools based on the

types of insulation

1.3. Effective identification insulation equipment according

to the types of insulation

2. Apply sound insulators 2.1. Proper identification of types of sound insulators

based on the building function

2.2. Effectiveapplication of sound insulationtechniques

according to specifications

2.3. Adequate testing of sound insulation according to the

specifications.

3. Apply thermal

insulation

3.1. Proper identification of types of thermal

insulationbased on the building function

3.2. Effective application of insulation techniques

according to the specifications

3.3. Adequate testing of thermal insulation according to

the specifications.

362 | P a g e

LEARNING UNIT 1 –IDENTIFY INSULATION MATERIALS, TOOLS AND EQUIPMENT

1. Learning

Outcomes:

1.1. Identify insulation materials.

1.2. Identify insulation tools.

1.3. Identify insulation equipment.


Learning Outcome 1.1: Identify insulation materials


Types of insulation

Blanket insulation

Concrete block insulation

Foam boards

Insulating concrete forms

Loose-Fill and Blown-In

Insulation

radiant barriers and

reflective insulations

Rigid fiber board insulation

Sprayed-Foam and

Foamed-In-Place Insulation

Structural insulated panels

Insulation Materials

Fiberglass.

Mineral wool.

Cellulose.

Natural fibers.

Polystyrene.

Polyisocyanurate.

Polyurethane.

Vermiculite and perlite.

Characteristics of insulation

o Demonstration / discussion

/ individual work / internet

research / presentation

/practical exercise / on type

of insulation.



research / presentation /on

insulation materials.



research / presentation /on

characteristics of insulation

materials.

- Internet

- White board

- Markers,

- Chalks,

- Papers

- Projector

- Duster and

- Laptop

- Videoaids

363 | P a g e

materials

Resistance to chemical

attack

Gloss, transparent or

translucent

Mostly good insulators

Light weight and solid mass

produced.

Easy processing, cheap

More widely used, the

utility, easy coloring, partial

resistance to high

temperature.



Appropriate identification of insulation materials based on the types of insulation




- Written evidence

- Oral evidence



- True and falsequestions

- Sentencecompletion

- Essay (short responses and extended responses)


trainee.

364 | P a g e

Checklist Score

Yes No

Indicator 1: Types of insulation are well identified

Blanket insulation is identified

Loose-Fill and Blown-In Insulation is identified

Foam boardsa is identified

Insulating concrete forms is identified

Radiant barriers and reflective insulations is identified

Rigid fiber board insulation is identified

Sprayed-Foam and Foamed-In-Place Insulationis identified

Concrete block insulation is identified

Structural insulated panels are identified

Indicator 2: Insulation Materials are well identified

Fiberglass is identified

Mineral wool is identified

Cellulose is identified

Natural fibers are identified

Polystyrene is identified

Polyisocyanurate is identified

Polyurethane is identified

Vermiculite and perlite is identified

Indicator 3: Characteristic of insulation materials are well identified

Resistance to chemical attack is identified

Gloss, transparent or translucent is identified

Mostly good insulators are identified

Light weight and solid mass produced is identified

Easy processing, cheap is identified

More widely used, the utility, easy coloring, partial resistance to high

temperature is identified

Observation

365 | P a g e

Learning Outcome 1.2:Identify insulation tools


Tools used for installing

sound insulators

Measuring tools

Cutting tools

Sealing tools

Marking tools

Protection tools

Fixing tools

Tools used for installing

thermal insulation

Measuring tools

Cutting tools

sealing tools

Marking tools

Protection tools

Fixing tools

Factors for Selecting

insulation tools

Service temperature of the

operation

Compressive strength of

the material required

Thermal conductivity or the

material's resistance to

heat flow,

Water absorption



research / presentation on

tools used for installing

sound insulators.




tools used for installing

thermal insulators.




factors for selecting

insulation tools.

- White board

- Markers

- Chalks,

- Papers

- Projector

- Duster

- Laptop

- Soundproof

Material.

- Duct Tape.

- Room Dividers.

- Utility Knife.

- Tape Measure

- Cardboard.

- Glue

- Acousticplaster

- Compressed can

or Wood fibre

board

- Wood

particleboard

- Mineral/Compre

ssed glass

wooltiles

- Mineral/glass

woolquilts and

mats and mats

- Curtain

366 | P a g e

- Resonant panels

(Cavity Wall)

- Scissors &Shears

- Sound

levelmeter

- Trowel

- Plier

- Screw driver

- Hack saw

- Step ladder

- Spade

- Wheel barrow

- Spritlevel

- Try square

- Steel float

- Pan/bucket

- Cleaning tools.



Proper identification insulator tools based on the types of insulation.




- Written evidence

- Oral evidence




- Sentensecompletion



367 | P a g e

trainee.

Checklist Score

Yes No

Indicator 1: Tools used for installing sound insulators are well identified

Measuring tools are identified


Sealing tools are identified

Marking tools are identified

Protection tools are identified


Indicator 2: Tools used for installing thermal insulation are effectively identified

Measuring tools are identified


Sealing tools are identified

Marking tools are identified

Protection tools are identified


Indicator 3: Factors for Selecting insulation tools are well well identified

Service temperature of the operation is identified

Compressive strength of the material required is identified

Thermal conductivity or the material's resistance to heat

flow, is identified

Water absorption is identified

Observation

368 | P a g e

Learning Outcome1.3: Identify insulators equipment


Equipment used for

installing sound insulators

Portable equipment

Heavy equipment

Equipment used for

installing thermal insulation

Portable equipment

Heavy equipment

Factors for Selecting

insulation equipment

Service temperature of the

operation

Compressive strength of

the material required

Thermal conductivity or the

material's resistance to

heat flow,

Water absorption




equipment used for

installing sound insulators.




equipment used for

installing thermal insulators.




Factors for selecting

insulation equipment.

- White board

- Markers

- Chalks

- Papers

- Projector

- Duster and

- Laptop

- Soundproof

Material.

- Duct Tape.

- Room Dividers.

- Utility Knife.

- Tape Measure

- Cardboard.

- Glue

- Acousticplaster

- Compressed can

or Wood fibre

board

- Wood

particleboard

- Mineral/Compre

ssed glass wool

tiles

- Mineral/glass

woolquilts and

mats and mats

- Curtain

- Resonant panels

369 | P a g e

(Cavity Wall)

- Scissors &Shears

- Sound levelmeter

- Trowel

- Plier

- Screw driver

- Hack saw

- Step ladder

- Spade

- Wheel barrow

- Spritlevel

- Try square

- Steel float

- Pan/bucket

- Cleaning tool



Appropriate identification insulators equipment based on the types of insulation.




- Written evidence

- Oral evidence







trainee.

370 | P a g e

Checklist Score

Yes No

Indicator 1: Equipment used for installing sound insulators are well identified

Portable equipment is identified

Heavy equipment is identified

Indicator 2: Equipment used for installing thermal insulation are properly identified

Portable equipment is identified

Heavy equipment is identified

Indicator 3: Factors for Selecting insulation equipment are effectively identified

Service temperature of the operation is identified

Compressive strength of the material required is

identified

Thermal conductivity or the material's resistance to

heat flow is identified

Water absorption is identified

Observation

371 | P a g e

LEARNING UNIT 2–APPLY SOUND INSULATORS

Learning Outcomes:

2.1. Identify types of sound insulators

2.2. Apply sound insulation techniques

2.3. Test sound insulation


Learning Outcome 2.1: Identify types of sound insulators


Building functions

Types of buildings

Purpose of Buidings

Types of sound insulators

Room-to-room insulation.

One-way sound insulation.

Vertical airborne sound

insulation.

Impact sound insulation

Types of sound proofing

materials

Non Porous rigid

Porous rigid material

Non rigid or Flexible porous

materials




Building function.




types of sound insulators.




sooundproofinng materials.

- Book

- Oscilloscope

- Sound meter

- Noise Tester

- Sources of

Sound

- Notebook

- Pen

- Workshop

- Whiteboard/

Black board

- Marker pen

- Chalks

- Projector

- Computer



Proper identification of types of sound insulators according to the building function

372 | P a g e




- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Building functions are well identified

Types of buildings are identified

Purpose of Buidings are identified

Indicator 2: Types of sound insulators are properly identified

Room-to-room insulationis identified

One-way sound insulation is identified

Vertical airborne sound insulation is identified

Impact sound insulation is identified

Indicator 3: Type of sound proofing materials are effectivelyidentified

Non Porous rigid is identified

Porous rigid material is identified

Non rigid or Flexible porous materials are identified

Observation

373 | P a g e

Learning Outcome 2.2: Apply sound insulation techniques


Identification of area of

application

Walls

Floors

Ceilings

Doors and Windows

Characteristics of sound

Intensity and Loudness of

sound

Frequency and Pitch

Quality

Sound Insulation techniques

Wall Insulation

Rigid and massive

homogeneous walls

Partitions of porous materials

Double wall partitions

Cavity wall Construction

Mineral Wool

Floor and ceiling Insulation

Use of Resilient surface

Material on Floor

Concrete floor floating

Construction

Timber floor Floating

Construction

Skirting




area of application.




characteristic of sounds.




sound insulation

techniques.

- Books

- Pictures

- VideoAids

- Notebook

- Pen

- Whiteboard/

Black board

- Marker pen

- Chalks

- Projector

- Computer

- Acousticplaster

- Compressed can

or Wood fibre

board

- Wood

particleboard

- Mineral/Compre

ssed glass

wooltiles

- Mineral/glass

woolquilts and

mats and mats

- Curtain

- Resonant panels

(Cavity Wall)

374 | P a g e



Effective application of sound insulation techniques according to specifications.




- Written evidence

- Oral evidence

- Perfomance

evidence




- Sentensecompletion questions



trainee.


Task: Apply sound insulation techniques according to

specifications

Checklist Score

Yes No

Indicator 1: Identify area of application is well done

Walls are well done

Floors are well done

Ceilings are well done

Doors and Windows are well done

Indicator 2: Characteristics of sound are effectively identified

Intensity and Loudness of sound

Frequency and Pitch is well done

Quality is well done

Indicator 3: Sound Insulation techniques are well applied

Wall Insulation is appliied

375 | P a g e

Floor and ceiling Insulation is appliied

Observation

Learning Outcome 2.3: Test sound insulation


Rating intensity of sound

Sound Intensity

Measurement

Noise meter

Noise tester

Identificationof sound

transmission

Absorption of sound

Reflection of sound

Identification of sound

effects

Realistic, confirmatory

effect

Realistic, evocative effect

Symbolic, evocative effect

Conventionalised effect

Impressionistic effect

Music as an effect

Reduction of sound effect.

Sound defect

Echoes

Reverberation

Factors for reducing noise

Noise Reduction Methods

Damping

o Demonstration /

discussion / individual



exercises /on rating

intensity of sound.

o Demonstration /




exercises /on on Identify

sound transmission.

o Demonstration /




exercises /on

identification of sound

effect.

o Demonstration /




exercises /on reduction

of sound effect.

o Demonstration /


- Books

- Notebooks

- Pens

- Whiteboard/ Black

board

- Marker pen

- Chalks

- Projector

- Computer

- Videoaids

- Noise meter

- Noise tester

376 | P a g e

Fan installations

Ductwork

Fan speed

Pneumatic

exhausts

Pneumatic

nozzles

Vibration

isolation pads

Existing

machine guards

Policies and Regulations on

Sound Control.

Policies

Regulations.



exercises /on policies

and regulations on sound

control.



Adequate testing of sound insulation according to the specifications.



Types of evidence Portfolio assessment tools - Written evidence

- Oral evidence

- Perfomance

evidence




- Sentense completion



trainee.


Task: Test sound insulation according to the

specifications.

377 | P a g e

Checklist Score

Yes No

Indicator 1: Rating intensity of sound is well done

Sound Intensity Measurement is done

Indicator 2: Identification of sound transmission is effectively done

Absorption of sound is done

Reflection of sound is done

Indicator 3: Identification of sound effects is well done

Realistic, confirmatory effect is done

Realistic, evocative effect is done

Symbolic, evocative effect is done

Conventionalised effect is done

Impressionistic effect is done

Music as an effect is done

Indicator 4: Reduction of sound effect is well done

Sound defect is identified

Factors for reducing noise is done

Noise Reduction Methods are done

Indicator 5: Policies and regulations on sound control is well done

Policies are done

Regulations are done

Observation

378 | P a g e

LEARNING UNIT 3 – APPLY THERMAL INSULATION

Learning Outcomes:

3.1. Identify types of thermal insulators

3.2. Apply insulation techniques

3.3. Maintain thermal insulators


Learning Outcome 3.1: Identify types of thermal insulators


Thermal insulation

materials

Mineral Wood

Fibreglass

Polystyrene

Cellulose

Polyurethane Foam

Properties of Thermal

insulation materials

Thermal Conductivity

R-Value – Thermal

Resistance.

U-value – Thermal

Transmittance

Surface Emissivity.

Fire resisitance.

Types of thermal

insulation.

Loose fill

Flexible

Rigid

Reflective

Foamed in place

o Demonstration / discussion /

individual work / internet research

/ presentation on thermal

insulation materials



/ presentation on properties of

thermal insulation materials.



/ presentation on types of thermal

insulation.

- White board and

Markers

- Projector

- Duster and

- Laptop

- Chalks

- Papers

- Reference books

- Drawings

- Video

- Massive walls

- Compressed can

or Wood fibre

board

- Wood

particleboard

- Mineral/Compre

ssed glass

wooltiles

- Mineral/glass

woolquilts and

mats Curtain

379 | P a g e



Proper identification of types of thermal insulation according to the building function.




- Written evidence

- Oral evidence





- Essay (short responses and extendedresponses)


trainee.

Checklist Score

Yes No

Indicator 1: Thermal insulation materials are well identified

Mineral Wood is identified

Fibreglass is identified

Polystyrene is identified

Cellulose is identified

Polyurethane Foam is identified

Indicator 2: Properties of Thermal insulation materials are effectively identified

Thermal Conductivity is identified

R-Value – Thermal Resistanceis identified

U-value – Thermal Transmittance is identified

Surface Emissivityis identified

380 | P a g e

Fire resisitance is identified

Indicator 3: Types of Thermal insulation are properly identified

Loose fill is identified

Flexible is identified

Rigid is identified

Reflective is identified

Foamed in place is identified

Observation

Learning Outcome 3.2: Apply insulation techniques


Wall Insulation

Cavity insulation

External insulation

Internal insulation

Timber Frame

Steel Frame

Hollow Block Internal

Insulation

Floor and ceiling Insulation

Use of Resilient surface

Material on Floor

Concrete floor floating

Construction

Timber floor Floating

Construction

Skirting

Roof and ceilings insulation

Doors

Window



research / presentation /

practical exerciseson wall

insulation.




practical exercises on floor

and ceiling insulation.




practical exercises onroof

and ceilings insulation.

- White board and

Markers

- Projector

- Duster and

- Laptop

- Chalks

- Papers

- Reference books

- Drawings

- Video

- Massive walls

- Compressed can

or Wood fibre

board

- Wood

particleboard

- Mineral/Compre

ssed glass

wooltiles

381 | P a g e

- Mineral/glass

wool quilts and

mats Curtain



Effective application of insulation techniques according to the specifications.




- Written evidence

- Oral evidence

- Performance

evidence







trainee.


Task: Apply thermal insulation techniques according to the

specifications.

Checklist Score

Yes No

Indicator 1: Wall insulation technique is well applied

Cavity insulation is applied

External insulation is applied

Internal insulation is applied

Timber frame is applied

Steel frame is applied

382 | P a g e

Hollow block iInternal insulation

Indicator 2: Floor and ceiling Insulation technique is well applied

Use of Resilient surface Material on Floor is applied

Concrete floor floating Construction is applied

Timber floor Floating Construction is applied

Skirting is applied

Indiator 3: Roof and ceilings insulation technique is well applied

Roof insulation technique are applied

Ceiling insulation techniques are applied

Indiator 4: Doors and window insulation technique is well appied

Doors insulation technique is applied

Windows insulation is applied

Observation

Learning Outcome 3.3: Maintain thermal insulators


Periodic Maintenance of

thermal insulation system

Cleaning

Use of Machine

Manual

Replacement of defected

elements

Cutting the Baseboard

Fill in the Gaps

Work around Clearance

Issue

Fit Last Board into Place

Fill Holes with Wood Putty

Hardwood Floor


application of thermal

Periodic Maintenance of

thermal insulation system.


application of thermal

Replacement of defected

elements.

- Projector

- Duster and

- Laptop

- Chalks

- Papers

- Reference books

- Drawings

- Video

- Massive walls

- Compressed can

or Wood fibre

board

- Wood

particleboard

383 | P a g e

Maintenance - Mineral/Compres

sed glass

wooltiles

- Mineral/glass

wool quilts and

mats Curtain



Adequate testing of thermal insulation according to the specifications.




- Written evidence

- Oral evidence

- Perormance

evidence







trainee.


Task: Maintain thermal insulation

Checklist Score

Yes No

Indicator 1: Periodic Maintenance of thermal insulation system is well done

Cleaning

Use of Machine

384 | P a g e

Manual

Indicator 2: Replacement of defected elements are effectively done

Cutting the Baseboard is done

Fill in the Gaps is done

Work around Clearance Issue is done

Fit Last Board into Place is done

Fill Holes with Wood Putty is done

Hardwood Floor Maintenanceis done

Observation

385 | P a g e



Resources

KBC wants to insulate its night club located behind Kimihurura

residential apartments in accordance with the Kigali City

councel instructions. As a contracted construction technician,

you are requested to:

4. Identify the intensity of generated sound.

5. Identify type of insulation to be employed.

6. Identify the required materials and equipments to

eliminate sound noise.

7. Apply the selected sound insulator to eliminate the noise.

4. Test sound insulation that is applied

Time allocated is ten hours.

N.B: The club is existent, operational every weekend, and

hence, major structural changes are not recommended.

- Tape measure

- Computer

- Acoustic plaster

- Compressed can or

Wood fibre board

- Wood particleboard

- Mineral/Compressed

glass wooltiles

- Mineral/glass

woolquilts and mats

and mats

- Curtain resonant

panels (Cavity Wall)

- PPE


Checklist Score

Yes No

Indicator 1.1: Materials, Tools and equipment are well selected

Materials

Fiberglass are selected

Mineral wool is selected

Cellulose is selected

Natural fibers are selected

Polystyrene is selected

386 | P a g e

Polystyrene is selected

Polyisocyanurate is selected

Polyurethane is selected

Vermiculite and perlite

`Tools

Measuring tools are selected

Cutting tools are selected

Sealing tools are selected

Marking tools are selected

Protection tools are selected

Fixing tools are selected

Equipments

Portable equipments

Heavy equipments are selected

Indicator 1.2: application of sound insulator is well finished

Observation


Indicator 2.1: Identification of intensity of generated sound is well done

Intensity level in club range between 10-120dB is done

Sound is transmitted in wave form is done

Indicator 2.2: Adivice on type of insulation to be employedis well done

Mineral Wool is done

Timber floor Floating Construction is done

Resilient Materials is done

Grass fibers

Indicator 2.3: Application of sound insulation techniques are properly performed

Verticality is done

Measurements are done

Setting out is done

Straightness is done

387 | P a g e

Observation


Checklist Score

Yes No

Indicator 3.1: Duration of the performance is properly respected

10 Hours is respected

Observation

Assessment Criterion 4: Safety

Checklist Score

Yes No

Indicator 4.1: PPE isproperly worn

Helmetis worn

Clothes are worn

Shoes are worn

Observation

REFERENCE

1. Fahy, F.J. (1985). Sound and structural vibration. Radiation, transmission and

response, London: Academic Press ISBN: 0122476700.

2. Heckl, M. (1981). The tenth Sir Richard Fairey Memorial lecture: sound transmission

in buildings, Journal of Sound and Vibration, 77 (2), 165–18

3. Hopkins, C. (1999). Building acoustics measurements, Proceedings of the Institute of

Acoustics, 21 (3), 9–16.

4. Hopkins, C. and Hall, R. (2006). Impact sound insulation using timber platform

floating floors on a concrete floor base, Building Acoustics, 13 (4), 273–284

388 | P a g e

5. Rindel, J.H. (1994). Dispersion and absorption of structure-borne sound in

acoustically thick plates, Applied Acoustics, 41, 97–111.

6. Schmitz, A., Meier, A. and Raabe, G. (1999). Inter-laboratory test of sound insulation

measurements on heavy walls. Part 1 – Preliminary test, Building Acoustics, 6 (3/4),

159–169.

7. Gawin & T. Kisilewicz (eds), 1st Central European Symp. on Building Physics. Cracow,

September 13–15, pp. A7–13

8. Baetens, R., Jelle, B. P., & Gustavsen, A. (2011). Aerogel insulation for building

applications: a state-of-the-art review. Energy and Buildings, 43(3), 761–769

9. Boltzmann, L. (1884). Ableitung des Stefan’schen Gesetzes, betreffend die

Abhängigkeit der Wärmestrahlung von der Temperatur aus der electromagnetischen

Lichttheori.e., Annalen der Physik und Chemie, 22, 291–294

10. Brinker, C. J., & Scherer, C. W. (1990). Sol-Gel Science: The Physics and Chemistry of

Sol-Gel Processing. Los Angeles, CA: Academic Press

ONLINE REFERENCE

1. https://www.energy.gov/energysaver/weatherize/insulation/types-

insulation(8/10/2020 at 9:55 Am

2. https://economictimes.indiatimes.com/small-biz/productline/building-

materials/types-of-buildings-as-categorised-by-government-and-how-infrastructure-

development-can-shape-indias-future/articleshow/69925116.cms(8/10/2020 at

4:00Pm)

3. https://www.ukessays.com/essays/construction/methods-of-acoustics-and-sound-

insulation.php (8/10/2020 AT 10;30 AM)

4. https://www.nuclear-power.net/nuclear-engineering/heat-transfer/heat-

losses/insulation-materials/ (25/10/2020 AT 1;00 AM)

389 | P a g e

CSTHVAC701 Apply heat, ventilation and air conditioning principles


50

Credits: 5

Sector:




Purpose statement

This module is designed for students pursuing advanced diploma courses in Construction

Technology. It describes skills, knowledge and attitude required to apply heat, ventilation

and air conditioning principles

At the end of the module, students will be able to apply heat principles, to apply

ventilation principles and apply arir conditioning principles.

CSTHVAC701- HEAT, VENTILATION AND AIR CONDITIONING

390 | P a g e


N/A







1. Apply heat principles 1.1. Proper description of basics of heat

transfer according to the existing

literature.

1.2. Proper description of heat transfer modes

according to existing literature.

1.3. Proper description of principles of heat

exchanger accorging to the literature.

1.4. Proper estimation of heat generation

according to the place.

2. Apply ventilation principles.

2.1. Proper description of ventilation concepts


2.2. Proper description of ventilation systems

in accordance with the ventilation functional

requirements.

391 | P a g e

2.3. Proper design of ventilation system

according to building regulation on

ventilation requirements.

2.4. Proper installation of duct system

according to building regulation on

ventilation requirements.

3. Apply air conditioning principles 3.1. Proper description of air conditioning

concepts according to the existing literature.

3.2. Proper description of air conditioning

systems in line with existing literature.

3.3. Proper description of unitary refrigerant

based systems in line with existing literature.

3.4. Proper determination of air conditioning

capacity according to the occupants and air

supply principles.

3.5. Proper performance of air conditioning

installation and their accessories according to

their types.

392 | P a g e

LEARNING UNIT 1 –APPLY HEAT PRINCIPLES IN BUILDINGS

Learning Outcomes:

1.1. Describe basics of heat transfer

1.2. Describe heat transfer modes

1.3. Describe principles of heat exchanger

1.4. Estimate heat generation


Learning Outcome 1.1: Describe basics of heat transfer



Heat

Heat transfer

Specific heat

Latent heat

Relationship between heat and

temperature

Temperature unit

Heat unit

Application of heat transfer

Industrial application

Normal life application

o Brainstorming / group


research and presentation

on key terms definitions.




on relationship between

heat and temperature.




on application of heat

transfer.

o Internet research.

- White board

- Markers,

- Flipcharts

- Class

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator



Proper description of basics of heat transfer according to the existing literature.

393 | P a g e




- Written evidence

- Oral evidence







trainee

Checklist Score

Yes No

Indicator 1: Key terms is properly difined

Heat is defined

Heat transfer is defined

Specific heat is defined

Latent heat is defined

Indicator 2: Relationship between heat and temperature are well identified

Temperature units are identified

Heat units are identified

Indicator 3: Application of heat transfer are well identified

Industrial application is identified

Normal life application is identified

Observation

394 | P a g e

Learning Outcome 1.2: Describe heat transfer modes.


Conduction heat transfer

Definition

Examples

Convection heat transfer

Definition

Examples

Radiation heat transfer

Definition

Examples




on conduction heat

transfer.




on convection heat transfer.




on radiation heat transfer.


- White board

- Markers,

- Flipcharts

- Class

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference



Proper description of heat transfer modes according to the existing literature.




- Written evidence





395 | P a g e

- Oral evidence



trainee

Checklist Score

Yes No

Indicator 1: Conduction heat transfer is properly discussed

Conduction heat transfer is idefined

Examples on conduction heat transfer are identified

Indicator 2: Convection heat transfer is properly discussed

Convection heat transfer is idefined

Examples on convection heat transfer are identified

Indicator 3: Radiation heat transfer is properly discussed

Conduction heat transfer is idefined

Examples on radiation heat transfer are identified

Observation

Learning Outcome 1.3: Describe the principles of heat exchanger.


Basic principles of heat transfer

for a heat exchanger

Description

Examples

The mean temperature

difference

Description

Examples

o Group discussion /

individual research and

presentation on basics

priniples of heat transfer for

a heat transfer.



presentation on mean

temperature difference.

- White board

- Markers,

- Flipcharts

- Class

- Chalks,

- Papers

- Pens

- Projector

396 | P a g e

Classification of heat exchanger

Classification

Examples

Heat exchanger pressure drop

Causes

Examples




on classification of heat

exchanger.




on heat exchanger pressure

drop.


- Duster

- Laptop

- Book reference



Proper description of principles of heat exchanger according to their engineering application




- Written evidence

- Oral evidence







trainee.

Checklist Score

397 | P a g e

Learning Outcome 1.4: Estimate heat generation.


Selections of measurement tools

Tape measure

Thermometer

Steel ruler

Calculator

Measuments of room for volume

calculation

Measurement of width

Measurement of length

Measurement of

height.




exercices on selection of

measuring tools for heat

gegeneration estimation.




exercices on measurements

of room for volume

calculation.

- White board

- Markers,

- Flipcharts

- Class

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

Yes No

Indicator 1: Basics principles of heat transfer for heat exchanger are well discussed

The principle is discussed

Examples are identified

Indicator 2: The mean temperature difference is well discussed

The principle is discussed


Indicator 3: Classification of heat exchanger are well identified

Heat exchanger are classified


Indicator 4: Heat exchanger preuure drop is well discussed

Causes are identified


Observation

398 | P a g e

Measurements of windows and

doors for surface area

calculation

Measurement of width

Measurement of length

Measurements of wall surface

and thickness

Length

Height

Estimation of heat generated

from occupants

Seated

Sleeping

Standing

Office work

Industrial work

Estimation of heat transferred

from external throughout

Wall

Roof

Windows & Doors


from product stored in the room

Metals

Fruits

Vegetables


from process being performed

Gas cooker





of windows and doors for

surface area calculation.





of wall surface and

thickness.




exercices on estimation of

heat generated from

occupants.





heat transferred from

external throughout.





heat generated from

products stored inn the

room.

- Scientific

calculator.

- Tape measure

- Thermometer

- Steel ruler

399 | P a g e

Cook stove. o Group discussion /




heat generated from the

process being performed.




Proper estimation of heat generation according to the place.




- Written evidence

- Oral evidence

- Product evidence







trainee

- Observation checklist.

Task : Estimate heat generation according to the place.

Checklist Score

Yes No

Indicator 1: measuments tools for heat generation are well selected

400 | P a g e

Tape measure is selected

Thermometer is selected

Steel ruler is selected

Calculator is selected

Indicator 2: Measurements of room for volume calculation are appropriately taken

Measurement of width is taken

Measurement of length is taken

Measurement of height is taken

Indicator 3: Measurements of windows and doors for surface area calculation are

appropriately taken

Measurement of width is taken


Indicator 4: Measurements of wall surface and thichness are appropriately taken


Measurement of height is taken

Indicator 5: Heat generated from occupants are well estimated

Heat generated from seated occupant is

estimated

Heat generated from sleeping occupant is

estimated

Heat generated from standing occupant is

estimated

Heat generated from office work is estimated

Heat generated from industrial work is estimated

Indicator 6: Heat transferred from external throughout are well estimated

Heat transferred trough wall is estimated

Heat transferred trough roof is estimated

Heat transferred trough windows and doors is

401 | P a g e

estimated

Indicator 7: Heat generated from products stored in room are well estimated

Heat generated from metals is estimated

Heat generated from fruits is estimated

Heat generated from vegetables is estimated

Indicator 8: Heat generated from the process being performed are well estimated

Heat generated from Gas cooker is estimated

Heat generated from cook stove is estimated

Observation

402 | P a g e

LEARNING UNIT 2–APPLY VENTILATION PRINCIPLES

Learning Outcomes:

2.1 Describe ventilation concepts

2.2 Describe ventilation systems and ventilation functional

requirements

2.3 Design ventilation systems

2.4 Install duct systems


Learning Outcome 2.1: Describe ventilation concepts.



Ventilation

Building ventilation

Needs for ventilation

Purpose of ventilation

Oxygen supply

Cleaning of air

Temperature control

Humidity control

Basic elements in building

ventilation

Ventilation rate

Airflow direction

Air distribution or

airflow pattern

Necessity of ventilation

Creation of air

movement




on ket terms definition




on purpose of ventilation




on basic elements in

building ventilation




on necessity of ventilation



- White board

- Markers,

- Flipcharts

- Class

- Chalks,

- Papers

- Pens

- Projector

- Duster

- Laptop

- Book reference

403 | P a g e

Prevention of

accumulation of carbon

dioxide

Prevention of

flammable

concentration of gas

vapour

Prevention of

accumulation of dust

and bacteria carrying

particles

Prevention of odour

caused by

decomposition of

building material

Removal of smoke,

body heat, odour and

foul smell generated by

occupants

Prevention of

condensation or

deposition of moisture

on wall surfaces

Prevention of

suffocation conditions

in conference rooms,

committee halls,

cinema hall, big rooms,

etc.


on ventilation performance


404 | P a g e

Ventilation performance

Definition of ventilation

performance

Aspects evaluating the

ventilation

performance in

building



Proper description of ventilation concepts according to the existing literature.




- Written evidence

- Oral evidence







trainee

Checklist Score

Yes No

Indicator 1: Definitions of key term are properly discussed

Ventilation is discussed

405 | P a g e

Building ventilation is discussed

Needs for ventilation are discussed

Indicator 2: Purpose of ventilation is properly identified

Oxygen supply is identified

Cleaning of air is identified

Temperature control is identified

Humidity control is identified

Indicator 3: Baic elements in building ventilation are properly discussed

Ventilation rate is identified

Airflow direction is identified

Air distribution or airflow pattern is identified

Indicator 4: necessity of ventilation are properly discussed

Creation of air movement is discussed

Prevention of accumulation of carbon dioxide is

discussed

Prevention of flammable concentration of gas

vapour is discussed

Prevention of accumulation of dust and bacteria

carrying particles is discussed

Removal of smoke, body heat, odour and foul

smell generated by occupants is discussed

Prevention of condensation or deposition of

moisture on wall surfaces is discussed

Prevention of suffocation conditions in

conference rooms, committee halls, cinema hall,

big rooms is discussed

Indicator 5:ventilation performance is properly discussed

Definition of ventilation performance is discussed

406 | P a g e

Aspects evaluating the ventilation performance in

building is discussed

Observation

Learning Outcome 2.2: Describe ventilation systems and ventilation functional requirement.


Functional requirement of

ventilation

Air changes or air

movement

Humidity

Quality of air

Temperature

Natutal Ventilation systems

Definition

Advantages

Disadvantages

Types of natural

ventilation

Wind driven flows

Stack effect

Venturi effect

Mechanical ventilation systems

Definition

Categories

Natural inlet and

mechanical extract




on functional requirement

of ventilation.




on natural ventilation

systems




on mechanical ventilation

systems.




on hybrid ventilation

systems.

o Internet research

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference

407 | P a g e

Mechanical inlet and

natural extract

Mechanical inlet and

mechanical extract

Application of

mechanical ventilation

Extraction only

Supply only

Combined extraction

and supply

Advantages

Disadvantages

Ventilation

requirements

Hybrid ventilation systems

Definition

Advantages

Disadvantages



Proper description of ventilation systems in accordance with the ventilation functional requirement.



408 | P a g e


- Written evidence

- Oral evidence







trainee

Checklist Score

Yes No

Indicator 1: Functional requiremements of ventilation are properly explained

Air changes or air movement is explained

Humidity is explained

Quality of air is explained

Temperature is explained

Indicator 2: Natural ventilation system are well discussed

Definition is discussed

Advantages is discussed

Disadvantages is discussed

Types of natural ventilation is discussed

Indicator 3: Mechanical ventilation systems are properly discussed

Definition is done

Categories are discussed

Application of mechanical ventilation is discussed

Indicator 4: Application of mechanical ventilation is well discussed

Advantages are discussed

409 | P a g e

Disadvantages are discussed

Ventilation requirements are discussed

Observation

Learning Outcome 2.3: Design ventilation systems.


Building regulation on

ventilation requirements

Limiting the moisture

content of air within

the building.

Limiting the

concentration of

harmful pollutants in

the air within the

building.

Ventilation methods

Centralized ventilation

method

Independent ventilation

method

Ventilation design

Ventilation functions

Air velocity

Duct sizing and fan

Air volume flow rate

Frictional or pressure

losses

Ventilation design methods



research and

presentation on Building

regulation on ventilation

requirements.



research and

presentation on

ventilation methods.



research and

presentation on

ventilation design.



research and

presentation on

ventilation design

methods.


- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference


- Ducts

- Filters

- Control devices

- Heat exchangers

- Metal sheets

- Wire sheets

- Band iron

- Angle iron

- Fans

- Metals

410 | P a g e

Several methods used to

establish ventilation duct

size

Equal velocity

Velocity reduction

Equal friction / constant

pressure drop

Types of fan

Propeller fan

Axial flow fan

Bifureated axial flow fan

Cross-flow or tangential

fan

Centrifugal fan

Fan laws

Parameters: discharge,

fan pressure & fan

power

Duct diameter

Ventilation system design

Components of vertical

system

Air distribution

Fans

Filters

Control devices

Heat exchangers

Procedures for

ventilation system

design


research and

presentation on

ventilation system

design.



research and

presentation on

calculation of duct size.



research and

presentation on

identification of ducts

fabrication materials



research and

presentation on

sketching the ventilation

system layout


- Non metals

- Insulators

- Sealant

- Galvanized iron

sheets

- Aluminium sheets

- Stainless steel

sheets

- Parsheets

- Fiberglass

411 | P a g e

Calculate heat or

cooling

Calculate necessary

air shifts

Calculate air supply

temperature

Calculate circulated

mass of air

Calculate

temperature loss in

ducts

Calculate the outputs

of components of

heaters, coolers,

washers and

humidifiers

Calculate boiler of

heater size

Design & calculate

the duct size

Factors affecting design

of ventilation system

Calculation of duct size

Duct components

Metal sheets

Wire sheets

Band iron

Angle iron

Fans

412 | P a g e

Duct classifications

Velocity classification

Pressure classification

Duct shapes

Rectangular

Round ducts

Oval ducts

Duck sizing

Constant friction loss

method

Velocity reduction

method

Static regain method.

Identification of ducts

fabrication materials

Classification of ducts

materials

Metals

Non metals

Insulators

Sealant

Types of duct materials

Galvanized iron

sheets

Aluminium sheets

Stainless steel sheets

Parsheets

Fiberglass

Types of insulation

413 | P a g e

material for duct

fabrication

Duct line

Duct wrap

Duct board

Sketching the ventilation system

layout

Ventilation system

symbols

Duct symbols

Fan symbols

Fitting symbols

Supports symbols

Identification of

ventilation main

elements

Duct size

Fan size

Sketching a ventilation

system elements

location

Ducts

Fans

Supports



Proper design of ventilation system according to bulding regulation on ventilation requirements

414 | P a g e




- Written evidence

- Oral evidence

- Product evidence







trainee


Task: Design ventilation system according to building

regulations on ventilation requirements.

Checklist Score

Yes No

Indicator 1: Building regulation on ventilation requirements are well discussed

Limiting the moisture content of air within the

building is discussed

Limiting the concentration of harmful pollutants

in the air within the building is discussed

Indicator 2: Ventilation methods are well discussed.

Centralized ventilation method is discussed

Independent ventilation method is discussed

Indicator 3: Ventilation design is well done

Ventilation functions are discussed

Air velocity is determined

Duct sizing and fan are determined

415 | P a g e

Air volume flow rate are computed

Frictional or pressure losses are computed

Indicator 4: Ventilation design methods is well done

Several methods used to establish ventilation duct are

discussed

Types of fan are identified

Fan laws are discussed

Indicator 5: Ventilation system design is well done

Components of ventilation system are discussed

Procedures for ventilation systems are discussed

Factors affecting design of ventilation system are

discussed

Indicator 6: Calculation of duct size is well done

Duct components are discussed

Duct classification is done

Duct sizing is done

Indicator 7: Identification of duct fabrication materials are well done

Classification of duct materials are well done

Types of duct materials are identified

Types of insulation materials for duct fabrication

are discussed

Indicator 8: Sketching the ventilation system layout is well done

Ventilation system symbols are identified

Ventilation main elements are identified

Ventilation system elements location are

sketched

Observation

416 | P a g e

Learning Outcome 2.4: Install ducts.


Fixing ducts system

Identification of tools for

fixing ducts

Screw drivers

Spanner

Pliers

Hammer

Gripping pliers

Vices

Clamps

Ducts supports materials

Angle rail

Strap hanger

Purlin

Beams

Supports spacing and

fixing standards

Horizontal duct less

than 4 ft

Horizontal duct 4 ft to

10 ft

Horizontal duct

greater than 10 ft.

Duct fixing

Fix the support

Fix the duct to the



research and


exercises on fixing duct

system.



research and


exercises on fan

installation.



research and


exercises on testing

system.


- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference


- Flowmeter

- Manometer

- Anemometer

- Fans

- Screw drivers

- Spanner

- Hammer

- Pliers

- Gripping pliers

- Vices

- Clamps

- Ducts

417 | P a g e

support

Installation of fans

Fan’s selection

Specification of fans

Install fans

Testing the system

Checking the roomm by

room air flow

Checking the total

pressure

Checking if the total

return exhaust equal to

supply

Checking duct noise



Proper installation of duct system according to the building regulations on ventilation requirements




- Written evidence

- Oral evidence







418 | P a g e

- Product evidence

trainee


Task: Install duct system according to the building guidelines

on ventilation requirements

Checklist Score

Yes No

Indicator 1: Ducts sytem are well fixed

Tools for fixing duck system are identified

Duct supports materails are well prepred

Support spacing and fixing standards are well done

Duct fixing is well done

Indicator 2: Installation of fans is well done.

Fan selection is done

Specification of fans are identified

Fans are installed

Indicator 3: Testing the system is well done

Room by room air flow is checked

Total pressure is checked

Checking if the total return exhaust equal to

supply is well done

Duct noise is checked

Observation

419 | P a g e

LEARNING UNIT 3–APPLY AIR CONDITIONING PRINCIPLES

Learning Outcomes:

3.1. Describe air conditioning concepts

3.2. Describe air conditioning systems

3.3. Describe unitary refrigerant based systems

3.4. Determine air conditioning capacity

3.5. Perform air conditioning installation with accessories


Learning Outcome 3.1: Describe air conditioning concepts



Air conditioning

Requirements of

air conditioning

Types of air conditioning

Comfort air

conditioning

Industrial or

process air

conditioning

Classification of air

conditioning based on

season / temperature

Summer air

conditioning

Winter air

conditioning

Compsite air

o Brainstorming / group discussion /


presentation on explanation of

key terms.



presentation on types of air

conditioning.



presentation on classification of

air conditioning.



presentation on principle of air

conditioning.



presentation on essentials of

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference

420 | P a g e

conditioning

Principle of air

conditioning

Human comfort

Dry air mass flow

Refrigeration

Air processing

unit

Humidification

and

dehumidification

Essentials of comfort air

conditioning

Definition

Types

Temperature

control

Humidity

control

Air velocity

control

Air quality

control.

comfort air conditioning.



presentation on identification of

air conditioning materials.



presentation on design

considerations.



presentation on design of glued

composite sections.




Proper description of air conditioning concepts according to the existing literature

421 | P a g e




- Written evidence

- Oral evidence







trainee

Checklist Score

Yes No

Indicator 1: Explanation of key terms is well done

Air conditioning is explained

Requirements of air conditioning are explained

Indicator 2: Types of air conditioning are well discribed

Comfort air conditioning is described

Industrial or process air conditioning is described

Indicator 3: Classification of air conditioning based on season / temperature is well done

Summer air conditioning is well classified

Winter air conditioning is well classified

Compsite air conditioning is well classified

Indicator 4: Principle of air conditioning is well explained

Human comfort is explained

Dry air mass flow is explained

Refrigeration is explained

422 | P a g e

Air processing unit is explained

Humidification and dehumidification is explained

Indicator 5: Essentials of comfort air conditioning are well described

Types of Temperature control are described

Types of Humidity control are described

Types of Air velocity control are described

Observation

Learning Outcome 3.2: Describe air conditioning systems



Air conditioning system

Summer air

conditioning system

with thermal

distribution system

Selection of suitable air

conditioning system

All air systems

Definition

Classifications

Single duct system

o Constant volume,

single zone

systems

o Constant volume,

multiple zone

o Braistorming / group



on explanations of key

terms.




on all air systems




on all water systems




on air water systems


- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference

423 | P a g e

systems

o Variable volume

systems

Dual duct system

o Dual duct,

constant volume

systems

o Dual duct variable

systems

All water systems

Definition

Working principle

Equipments for

transfering heat

Fan coil units

Convectors

Radiators

Advantages

Disadvantages

Applications

Air-water systems

Definition

Working principle

Advantages

Disadvantages

Applications

424 | P a g e



Proper description of air conditioning systems in line with the existing literature




- Written evidence

- Oral evidence







trainee

Checklist Score

Yes No

Indicator 1: Key terms are propery explained

Air conditioning system is explained

Summer air conditioning system with thermal

distribution system is explained

Selection of suitable air conditioning system is

explained

Indicator 2: All air systems are well described

All air systems are defined

All air systems are classified

Indicator 3: All water systems are well described

425 | P a g e

All water systems are defined

Working principle of all water systems are described

Advantages of all water systems are discussed

Disadvantages of all water systems are discussed

Applications of all water systems are discussed

Indicator 4: Air-water systems are well described

Air-water systems are defined

Working principle of air-water systems are discussed

Advantages of air-water systems are discussed

Disadvantages of air-water systems are discussed

Applications of air-water systems are discussed

Observation

Learning Outcome 3.3: Describe unitary refrigerant based systems



Unitary refrigerant

based systems

Windom type room air

conditioner

Package unit with

remote condensing unit

Explanation of some concepts

Working principle of

unitary refrigerant

based system

Advantages of unitary




on edefinition of key terms



presentation on

explanation of some

unitary refrigerant based

system concepts




- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference

426 | P a g e

refrigerant based

system

Disadvantages of

unitary refrigerant

based system

Applications of unitary

refrigerant based

system

Heat pumps

Definition

Working principle

Heat pumps

components

Refrigerant

Reversing valve

A coil

Evaporator

Compressor

Condenser

Expansion

Plenum

Heat pumps for air

conditioning service

classification

Air to air heat

pumps

Water-source heat

pumps

Air-source heat

on heat pumps.


427 | P a g e

pumps



Proper description of unitary refrigerant based systems in line with the existing literature




- Written evidence

Oral evidence







trainee

Checklist Score

Yes No

Indicator 1: Key terms are well discussed

Unitary refrigerant based systems are discussed

Windom type room air conditioner is discussed

Package unit with remote condensing unit is

discussed

Indicator 2: Explanation of some concepts on unitary refrigerant based system is properly done

Working principles are described

Disadvantages are discussed

428 | P a g e

Learning Outcome 3.4: Determine an air conditioning system capacity


Identification of air conditioning

system capacity

Type of air conditioning

Window AC

Split AC

Cassette AC

Package AC

Air conditioning system

capacity sytandard unit

Matching air conditioning air

conditioning unit capacity with

location

Identification of heat

distribution

Matching distributed




on identification of air

conditioning system

capacity.




on matching air

conditioning air

conditioning unit capacity

with location.




on taking dimensions and

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

Advantages are discussed

Applications are discussed

Indicator 3: Heat pumps are well described

Heat pump is defined

Working principles are described

Heat pumps components are identified

Heat pumps for air conditioning service

classification are discussed

Observation

429 | P a g e

heat in the room with

location

Matching total heat

with needed number of

AC System

Taking dimensions and sketching

air conditioning location layout

Identification of ttols

for AC

Try square

Ruler

Tape measure

Taking dimensions of

AC location

Side distance to

indoor unit

Down distance to

indoor unit

Top distance to

indoor unit

Stetching the complete

indoor, outdoor and

pipeline layout

Indicate dimensions

Use standard

symbols

sketching air conditioning

location layout.

o Internet research

430 | P a g e



Proper determination of air conditioning capacity according to occupants and air supply principles.




- Written evidence

- Oral evidence

- Product evidence







trainee


Task : Determine air conditioning capacity.

Checklist Score

Yes No

Indicator 1: Identification of air conditioning system capacity is well done

Types of air conditioning are identified

Air conditioning system capacity standard unit is

identified

Indicator 2: Matching air conditioning air conditioning unit capacity with location is properly done

Identification of heat distribution is done

Matching distributed heat in the room with

431 | P a g e

Learning Outcome 3.5: Perform air conditioning installation


Types of air conditioning to be

installed

Mounted air

conditioners

Floor standing air

conditioners

Central air conditioners

Fixed-frequency air

conditioners


materials

The pumping system

The evaporator

The condenser



presentation on types of

air conditioning to be

installed.





conditioning materials.





conditioning accessories

materials.

- White board

- Markers,

- Chalks,

- Papers

- Pens

- Class,

- Projector

- Duster

- Laptop

- Book reference

- Scientific

calculator

location is done

Matching total heat with needed number of AC

System i done

Indicator 3: Taking dimensions and sketching air conditioning location layout is well

done

Identification of tools for AC is done

Taking dimensions of AC location is done

Sketching the complete indoor, outdoor and

pipeline layout is done

Observation

432 | P a g e

The refrigerant fluid


accessories materials

Air conditioning

chemicals

Air conditioning tools

Refrigerant detectors

Manifold gauge sets

Refrigerant evacuation

pumps

Refrigerant recovery

systems

Choice of air conditioning

materials

Steel sheet metals

Galvanized sheet metal

Brackets

Fins

Pans

Wrappers

Choice of air conditioning

accessories materials

Condenser coils

Pipes

Fittings

Tubing

Rubber seal plugs

Thermostatic

expansion valves




/ practical exercises on

choosing air conditioning

materials and their

accessories.




/ practical exercises on

installation procedures.

o Internet research

433 | P a g e

Installation procedures

Safety precautions

Accessories

Installation site

selection

Indoor unit installation

Refrigerant pipe work

Trial operation and

testing



Proper performance of air conditioning installation and their accessories according to their types.




- Written evidence

- Oral evidence

- Product evidence







trainee


Task : Perform air conditioning installation and their

accessories according to their types.

434 | P a g e

Checklist Score

Yes No

Indicator 1: Types of air conditioning to be installed are well identified

Mounted air conditioners is identified

Floor standing air conditioners is identified

Central air conditioners is identified

Fixed-frequency air conditioners is identified

Indicator 2: Air conditioning materials are well identified

The pumping system is identified

The evaporator is identified

The condenser is identified

The refrigerant fluid is identified

Indicator 3: Identification of air conditioning accessories materials is well done

Air conditioning chemicals is identified

Air conditioning tools is identified

Refrigerant detectors is identified

Manifold gauge sets is identified

Refrigerant evacuation pump is identified

Refrigerant recovery is identified

Indicator 4: Air conditioning materials are well selected

Condenser coils are is selected

Pipes are selected

Fittings are selected

Tubing is selected

Rubber seal plugs are selected

Thermostatic expansion valves are selected

435 | P a g e

References

1. ASHRAE HAND BOOK (2015 ), Heating, Ventilating and Air –Conditioning Application,

ISBN 978-1-936504-94-7.

2. Ali Vedavarz, Sunil Kumar and Muhammed IQBAL HUSSAIN, (2007), HVAC: Handbook of

heating, ventilation and air conditioning for design and implementation, industrial Press

Inc. NEW YORK, ISBN 0-8311-3163-2 & ISBN13 978-0-8311-3163-0

3. Arlan Burdick. (2011) Strategy Guideline: Accurate Heating and Cooling Load

Calculations. IBACOS, Inc.retrieved from https://www.nrel.gov/docs/fy11osti/51603.pdf

4. Jeffrey D. Spitler, (2014), Load Calculation Applications Manual . Second Edition .ASHRAE

Research Project RP-1616.

5. https://www.ashrae.org/File%20Library/Technical%20Resources/Bookstore/preview-

load-calculations.pdf

Indicator 5: Installation procedures is well followed

Safety precautions is done

Accessories are installed

Installation site is selected

Indoor unit installation is done

Refrigerant pipe work is done

Trial operation and testing are done

Observation

https://www.nrel.gov/docs/fy11osti/51603.pdf

https://www.ashrae.org/File%20Library/Technical%20Resources/Bookstore/preview-load-calculations.pdf

https://www.ashrae.org/File%20Library/Technical%20Resources/Bookstore/preview-load-calculations.pdf

436 | P a g e

CSTWT701 Apply basic welding techniques


60

Credits: 6

Sector:


Sub-sector: Construction technology


Purpose statement

This module is designed for students pursuing Avdanced Diploma courses in Construction

Technology. It describes the skills, knowledge and attitude required to perform welding

techniques, required to organize the workplace for Oxy-acetylene techniques and perform

different joints using Oxy-acetylene and SMAW.

This qualification provides the skills, knowledge and attitudes for a learner to be competent

in a range of routine Fitter welder tasks and activities that require the application of a limited

range of basic practical skills in a defined context. Work would be undertaken in various

welding enterprises where different works are carried out on metal parts: cutting, shaping

and edges preparation.

CSTWT701- WELDING TECHNIQUES

437 | P a g e


N/A







1. Identify material used in welding 1.1. Proper identification of types of materials

used in welding.

1.2. Proper Identification of properties of

materials used in welding.

1.3. Adequate selection of welding materials

according to the work to be done.

2. Select tools , equipments

2.1. Proper Identification of tools according to

the work to be done.

2.2. Proper Identification of equipment

according to the work to be done.

2.3. Proper checking of condition of tools and

equipment according to the work to be

done.

3. Perform welding process 3.1. Adequate organization of work place for

work according to the welding principles

3.2. Proper application of oxy-acetylene gas

438 | P a g e

welding according to the performing

welding process

3.3. Proper application of arc welding

according to the performing welding

process

439 | P a g e

LEARNING UNIT 1 – IDENTIFY MATERIAL USED IN WELDING

Learning Outcomes:

1.1. Identify types of materials

1.2. Identify properties of materials

1.3. Select welding materials


Learning Outcome 1.1: identify types of materials


Classify materials

Definition of materials

Types of metals

Ferrous metals

Non-ferrous metals

Types of plastics

Thermo plastics

Thermosetting

Choose Materials

Material composion

Shape

Size


types of materials

o Group and individual

presentation on metal

classification

o Brain storming on

classification and

chosing meatals

o Further research on

internet

- Handout notes

- White board

- Markers,

- Books

- Ferrous metals

- Non-ferrous

metals



Proper identification of types of materials used in welding



440 | P a g e


- Written evidence

- Oral evidence




- True-false question

- Essay (extended responses, extended responses)


trainee.

Checklist Score

Yes No

Indicator 1: Materials are well classified

Materials are defined

Types of metals are classified

Types of Plastics are classified

Indicator 2: Materials are well Choosen

Materials are choosen according to their Material composion

Materials are choosen according to their metal shape.

Materials are choosen according to their metal size.

Observation

Learning Outcome 1.2: Identify properties of materials


Physical properties

Melting point

Mass

Heat treatment

o Brainstorming on

Physical,Mechanical

and Chemical

Properties

- Books

- Internet

connection

- Handout notes

441 | P a g e

Mechanical properties

Tensile

Compressive

Torsion

Chemical properties

Oxidation


Physical,Mechanical

and Chemical

Properties

o Individual search on

materials properties.

o Presentation on

Physical,Mechanical

and Chemical

Properties

- White board

- Markers



Proper Identification of properties of materials used in welding




- Written evidence

- Oral evidence







trainee.

442 | P a g e

Checklist Score

Yes No

Indicator 1: Physical properties are well discussed

Melting point are discussed

Mass are discussed

Heat properties are discussed

Indicator 2: Mechanical properties are well defined

Tension is difined

Compression is difined

Torsion is difined

Indicator 3: Chemical properties are well defined

Oxidation is difined

Observation

Learning Outcome 1.3: Select welding materials


Types of materials used in

Space craft industry

Light

Non-corrosive


Marine

Industry

Non-corrosive

Material strength


terrestrial industry

o Brainstorming on

space craft,marine

and terrestrial

industry


space craft,marine

and terrestrial

industry

o Demonstration on

space craft,marine

and terrestrial

- Books

- Internet

connection

- Handout notes

- Ferrous metals

- Non-ferrous

- Metals

- Sheet metal

- Tubes

- Profile

- Round bar

443 | P a g e

Material

Strength

Density

industry

o Further research on

internet


welding materials

o Presentation on

space craft,marine

and terrestrial

industry

- Iron Tee

- Angle iron

- Flat bar

- square bar

- Pipes



Adequate selection of welding materials according to the work to be done




- Written evidence

- Oral evidence





- Essay (schort responses, extended responses)


trainee.

444 | P a g e

Checklist Score

Yes No

Indicator 1: Types of materials used in Space craft industry are well discussed

Lights are discussed

Non-Materials are discussed

Indicator 2: Types of materials used in Marine are well discussed

Marine inustries are discussed

Non- corossive material are discussed

Material strength is discussed

Indicator 3: Types of materials used in terrestrial industry are well discussed

Materials are discussed

strength isdiscussed

Density is discussed

Observation

445 | P a g e

LEARNING UNIT 2 – SELECT TOOLS, EQUIPMENT AND MATERIALS

Learning Outcomes:

2.1. Select hand tools

2.2. Select Equipment.

2.3. Check Condition of tools and Equipment.


Learning Outcome 2.1: Select hand tools


Differentiate hand tools

Marking out tools

Cutting tools


Common tools

Clamping tools

Using hand Tools

Measuring

Marking out

Filling

Drilling

Threading

Reaming

Punching

Hacksawing

Hand shearing

Chiseling

Handle hand Tools

Hand tools cleaning

techniques

o Brainstorming on

differentiate, using and

handle hand tools



handle hand tools

o Demonstration on


handle hand tools

o Practical work on fitting

operations



handle hand tools

o Individual work on using

hand tools

o Presentation on


handle hand tools

- Books

- Internet

connection

- Handout notes

- Marking out

tools

- Cutting tools

- Clamping tools

- Common tools

- hammer, screw

- drivers, pliers,

- Spanners,

wrenches,

- Allen keys

- Cloths rugs

- Wire brush

446 | P a g e

Hand tools convenient

storage



Proper selection of hand tools according to the work to be done




- Product evidence


Task: Mr. MUGENZI has a shaloom cleaning company at

Musanze, he went to Gakinjiro workshop and ordered the

hand hoe fork which can he use in everyday days activities of

their company, The head of workshop requested you as a

Fitter welder to make this item in within four hour.

447 | P a g e

Checklist Score

Yes No

Indicator1: Differentiate hand tools are well Identified

Marking out tools are Identified

Cutting tools are s Identified

Measuring instruments are applied

Common tools are Identified

Clamping tools are Identified

Indicator 2: Hand Tools are well applied

Measuring tools are applied

Marking tools are applied

Filling tools are used

Drilling tools are used

Threading tools are used

Reaming tools are used

Punching tools are used

Hacksawing tools are used

Hand shearing toolsare used

Indicator 3:Hand Tools are well Handled

Hand tools are cleaned

Hand tools are conveniently stored

Observation

448 | P a g e

Learning Outcome 2.2: Select Equipment.


Select Equipment:

Machines

Welding machine

Hand shear machine

Angle grinder

Cut off machine

Bench vice

Work Bench

Anvil

Use Equipment:

Hand lever shearing

Angle grinder

Welding machine

Oxy-acetylene

Handle Equipment

Equipment

cleaningtechniques

Equipment convenient

storage

o Brainstorming on Select,

use and handle of

equipment

o Group discussion on Select,

use and handle of

equipment

o Demonstration on use of

fitting machines

o Practical exercises on fitting

using machines

o Further internet research on

Select, use and handle

of equipment

o Individual search on use

and handle of

equipment

o Practical work on Use

Equipment

o Individual work on Handle

Equipment

- Books

- Internet

connection

- Handout notes

- Machines

- Welding

chamber

- Benches

- Anvil

- Lifting devices

- Drilling machine

- Hand shear

machine

- Angle grinder

- Cut off machine



Proper selection of equipment according to the work to be done



449 | P a g e


- Perfomence evidence


Task: Procurement Officer of KABUTARE Hospital went to IPRC

HUYE welding workshop and ordered for the following items:

10 metallic beds, 5 metallic cupboards and 5 metallic recycle

bins fabricated in tubes, Sheet metal, Angle bars, and Flat bars.

As a welder, you are requested by your Head of civil

department in IPRC HUYE to enter in welding store to select

suitable tools and equipment within in one hour.

Checklist Score

Yes No

Indicator 1: Equipment are well selected

Welding machine are selected

Hand shear is selected

Angle grinder is selected

Cut off is selected

Bench vice is selected

Indicator 2: Equipments are well Used.

Hand lever shearing are used

Angle grinder are used

Welding machine is used

Oxy-acetylene gas welding are used

Indicator 3: Equipment are well Handle

Techniques of cleaning are used

Equipment are conveniently handled

450 | P a g e

Observation

Learning Outcome 2.3: Check Condition of tools and Equipment


Working conditions:

Connection faults

Insulation faults

Types of maintenance:

Break down maintenance

Routine or planned

maintenance

Preventive maintenance

Steps of maintenance:

Identification fault

o Brainstorming on

working conditions,types

of maintenance and

steps of maintenance


working conditions,types

of maintenance and

steps of maintenance

o Conditions of tools and

equipment

o Further Internet

research on Condition of

tools and Equipment

o Presentation on working

conditions,types of

maintenance and steps

of maintenance

- Books

- Internet

- connection

- Handout no

- Tools

- Oils and

- grease

- Equipment



Proper checking of condition of tools and equipment according to the work to be done.



451 | P a g e


- Written evidence

- Oral evidence





- Essay (schort responses, extended responses)


trainee.

Checklist Score

Yes No

Indicator 1: Working conditions are well checked

Connection faults are checked

Insulation faults are checked

Indicator 2: Types of maintenance are well discussed

Break down maintenance is discussed

Routine or planned maintenance is explained

Indicator 3: Steps of maintenance re well identified

The faults are identified

Observation

452 | P a g e

LEARNING UNIT 3– PERFORM WELDING PROCESS

Learning Outcomes:

3.1 Organize work place for Work.

3.2 Apply OXY-ACETYLENE GAS welding process

3.3 Apply SMSW Process


Learning Outcome 3.1: Organize work place for Work


Safety precaution

Safety of the

Working place

Safety precaution

for Oxy acetylene

Gas

Safety precaution

for SMAW

Welding

Metal Joining

methods

Welding Principles

Welding equipment

The choice of

Tools,Materials and

equipment for

SMAW

Oxy acetylene

o Brainstorming on safety

precaution and welding

process

o Group discution on safety

precaution and welding

process

o Brainstorming on Welding

equipment and accessories

o Group discution on choice of

Tools,Materials and

equipment

o Further internet research on

safety precaution and welding

process

o Further research in Library on

safety precaution and welding

process

o Physical demonstration of

Tools and equipment

o Individual search on choice

of Tools,Materials and

- Books

- Internet

connection

- Handout notes

- Equipment

- Tools

453 | P a g e

equipment

o Presentation on welding

process

o Practical work on Safety

precaution



Adequate organization of work place for work according to the welding principles




- Written evidence

- Oral evidence





- Essay (short responces, exptended responses)


trainee.

Checklist Score

Yes No

Indicator 1: Safety precaution are well discussed

Safety of the Working place are discussed

454 | P a g e

Safety precautions for Oxy acetylene Gas are

discussed

Safety precautions for SMAW are discussed

Indicator 2: Welding are well discussed

Metal Joining methods are discussed

Welding Principles are discussed

Welding equipment are discussed

Indicator 3: Tools,Materials and equipment are well selected

Tools, Materials and equipment are selected for

SMAW

Tools, Materials and equipment are selected for Oxy

acetylene gas welding.

Observation

Learning Outcome 3.2: Apply OXY-ACETYLENE GAS WELDING PROCESS


Machine Setting

Connection of

machine parts

Types of Oxy-

Acetylene flames

Procedures for

lighting the flame

Procedures for

shutting off the

oxyacetylene flame

Perform welding

o Brainstorming and

Group discussion

o Group discussion how

to clean welded surface

o Demonstration of how

to set welding machine

o Demonstration by Using

Video

o Hands-on practices

o Further internet

research on Apply OXY-

ACETYLENE GAS

- Books

- Internet

connection

- Handout notes

- Video aid

- Computer

- Projector

- Materials

- Mastic

- Testing

machines

455 | P a g e

Types of joints

Types of welding

positions

Inspect work done

Mark out Visual

defects

Verify dimensions

Finish work done

Apply esthetics on

the welded parts

correct defects

protect the Work

done

WELDING PROCESS


Perform welding


Perform welding and

Finish work done

o Practical work on

Finish work done

o Presentation on

Perform welding

- Materials

- Transport means



Proper application of oxy-acetylene gas welding according to the standard




- Perfomence evidence

- Product evidence


Task: WASAC institution has requested the Welding instructor

at IPRC to make for them a rectangle metallic container of 50

liters; to cut 1 U beam (20 mm thick) into three equal parts

and to extend the exhaust pipe (3 m) of his generator made in

mild steel. As a welder you are asked to perform this job

within 7 hours each

456 | P a g e

Checklist Score

Yes No

Indicator 1:Machine setting are well done

Types of Oxy-Acetylene flames are set

Procedures for lighting the flame are set

Procedures for shutting off the oxyacetylene flame

are applied

Indicator 2: Perform welding is well done.

Types of joints are Perfomed

Types of welding positions are perfomed

Indicator 3: Work done are well Inspected

Marking out Visual defects is Inspected

Dimensions are verified

Indicator 4: Finishing work is well done

Esthetics on the welded parts are Applied

The defects are corrected

The product is protected

Observation

Learning Outcome 3.3: Apply SMSW Process


Introduce welding

Metal joining

methods

Welding Principles

o Brainstorming on

perform welding,

identify activities and

correct defects.

- Books

- Internet

Connection

- Handout note

457 | P a g e

Identify activities to be done

Connection of

machine parts

Installation of

SMAW Machine

The choice of

materials and

equipment for

SMSW

Perform welding

Types of joints

Types of welding

positions

Apply a esthetics on the

welded parts

Cleaning of welded

surface

Grouting

Correct defects

Straightening

Grinding and re-

welding

Protecting the Work done

Painting

Galvanizing

Clean the work place and

arrange tools and equipment

Clean tools and

equipment


introduction welding


how to Apply a

esthetics on the

welded parts

o Demonstration of

different joints and

welding in all

o Physical

demonstration of

Tools and equipment

re-arrangement

o Further research in

Library on Apply

SMSW Process

o Study tour on Apply

SMSW Process

o Physical

demonstration of

defects correction

o Further internet

research on Apply

SMSW Process


Perform welding and

Clean the work place

and arrange tools

- Video aids

- Computer

- Projector

- Tools

- Materials

- Transport means

458 | P a g e

Store tools and

equipment

Clean the

workplace.

and equipment


Introduce welding

and Perform welding

and

o Practical work on

Finish work done

o Presentation on

o Perform welding and

Protecting the Work

done



Proper application of arc welding according to the performing welding process




- Product evidence


Task: KORANUMURAVA company Ltd has made an order of

fabricating 1 metallic window in tubes (135x120) cm, 2 doors

(90x210) cm in HS and and 1 metallic bed (85x190x50) cm at

TURASHOBOYE Welding Workshop. As a welder, you are

requested to perform this work not later than

5 hours each item.

459 | P a g e

Checklist Score

Yes No

Indicator 1: Arc welding are well introduce

Metal joining methods are explained

Welding Principles are explained

Indicator 2: Identify activities are well done.

The materials,tools and equipment for SMSW are

selected

All machine parts are connected

Installation of SMAW Machine are done

Indicator 2: Perform welding is well done.

Types of joints are Perfomed

Types of welding positions are perfomed

Indicator 2: The defects are well Corrected

Straightening are done

Grinding and re-welding are done

Indicator 3: The work done are

The product is painted

The product is pgalvanized

Indicator 2: Clean the work place and arrange tools and equipment are well done

Tools and equipment are cleaned

The workplace is cleaned

Observation

460 | P a g e



IPRC ENGINEERING Company Ltd has a

Turyoherwe bar at Kicukiro, went to M&N METAL

workshop and ordered, 10 metallic single doors with

(90x210), 5 windows with (150x1800), 3 Metallic

stove and 2 metallic water tank.The head of workshop

requested you as a welder to select tools, equipment

and materials then go in workshop to make those items

the order is needed not later than Five days.

Equipment

- Welding machine

- Angle gliender

- Cutt off machine

- Oxy acetylene gas welding

- Drilling machine

- Envil

- Bench work

Tools

- Tape measure

- Steel rule

- Try square

- Wire brush

- Tongs

- Hand shield

- Goggles

- Ear protector

- Gloves

- Sriber

Materials

- Electrodes

- Filler rods

- Mild steel hallow section 16x16



461 | P a g e



- HS

- Profile bouteille

- Mild steel sheet metal

- Tee bar

- Flat bar

- Pipes

- Angle bar

- P38

- Red oxide

- Painting brush

- Motrice lock


Checklist Score

Yes No

Indicator 1.1: Quality of process is well respected

Materials estimates is done

Tools, equipment and Materials are selected

Measurements are done

Marking out is properly done

Cutting is done

Assembling is done

Welding is done

Grinding is done

462 | P a g e

Cleaning is done (Tolerable)

Painting is properly done (Tolerable)

Observation


Checklist Score

Yes No

Indicator 2.1: Quality of product is well respected

Joints are permanently bonded.

Design is done.

Time is respected

Observation


Checklist Score

Yes No

Indicator 3.1: Design is well respected

Correct materials are used (profile bouteille, profile HS, tee bar)

Dimensions are respected

Squareness is respected

Observation

463 | P a g e

Assessment Criterion 4: Sefty

Checklist Score

Yes No

Indicator 4.1: Seft are well respected

PPEs : helmet, goggles, leather apron, ear muffs, leather spats, overall,

leather gloves , leather shoes, Respiratory mask are used properly.

Tools and equipment are used properly and are in good condition( welding

machine, angle grinder, drilling machine, hummer)

Materials are well handled (Lifting ,removing chips, clamping)

Working environment is prepared properly (Cleanliness, Fire extinguisher,

and ventilation, first aid kit) (Tolerable)

Observation

Reference Books

1. Workshop processes, Practices and Materials (By Bruce J.Black) Ito, Y. and Kiyoshi, B.,

“Weldability Formula of High Strength Steels,” 1968 Annual Meeting of the

International Institute of Welding, paper IX-576-68.

2. Ito and Kiyoshi, “A Prediction of Welding Procedure to Avoid Heat Affected Zone

Cracking,” 1969 Annual Meeting of IIW, paper IX-631-69.

3. Welding Principles and Application, Larry Jeffus, Seventh Edition

4. Welding Practice,R C Gupta,NOVA

5. Welding Science and Technology, Volume1, A.C.Dave,10th Edition

6. Welding Techniques Distortion Control and Line Heating, N.R Mondal

7. Modern Welding Technology, Howard B.Cary and Scott C.Helrer,6th Edition

8. Aluminum Welding, N.R Mondal, Second Edition

9. Welding Technology for Engineers, Baldev Raj,V Shankar,A.K Bhaduri

10. Welding and Metal Fabrication, Larry Jeffus, International Edition

464 | P a g e

CSTCM701 Manage Construction Project


90

Credits: 9

Sector:




Purpose statement

This module is designed for students pursuing Advanced diploma in Construction

Technology. It describes the skills, knowledge and attitudes required to manage construction

projects.

At the end of the module, the students will be able to carry out construction project planning

manage construction site resources, carry out project monitoring and evaluation, carry out

contract management and carry out project close out.

CSTCM701- CONSTRUCTION PROJECT MANAGEMENT

465 | P a g e


Business Monitoring, Evaluation and Auditing







1. Carry out project

planning

1.1. Adequate preparation of project scope based on needs.

1.2. Adequate project planning in line with the project scope.

1.3. Proper project scheduling according to project scope.

2. Manage construction

site resources

2.1. Proper description of resource management concepts


2.2. Adequate management of construction site labors in line

with labor productivity principles.

2.3. Appropriate management construction materials in line

with the project scope.

2.4. Proper management of construction site tools and

equipments according to construction projects in place

3. Carry out contract

management

2.5. Proper description of contract concepts in accordance

with existing literature.

2.6. Adequate management of contract documents according

to contract type.

2.7. Appropriate execution of construction contract in line

466 | P a g e

with the project implementation process and project

specifications.

4. Carry out project

monitoring and

evaluation

4.1. Proper monitoring of work progress according to project

schedule.

4.2. Appropriate carrying out construction project control

according to project organizational structure.

4.3. Proper carrying out of project time trade off, project

financing and project contract pricing in line with

construction project types.

4.4. Adequate calculation of cost overrun according to the

project work planned.

5. Carry out construction

project close out.

5.1 Appropriate description of close out concepts according to


5.2 Proper evaluation of project requirements in line with

project scope.

5.3 Adequate officiating of project close out in accordance

with project carried out.

5.4 Proper reports compilation in accordance with the

reporting techniques.

467 | P a g e

LEARNING UNIT 1 – CARRY OUT PROJECT PLANNING

Learning Outcomes:

1.1. Prepare project scope

1.2. Plan construction project.

1.3. Schedule construction project.


Learning Outcome 1.1: Prepare project scope


Project type identification


Project

Construction project

Characteristics of a

construction project

A defined gaol or

objective

Specific tasks to be

performed

A defined beginning and

end

Resources being

consumed.

Major types of

construction projects

Residential housing

construction

Institutional and

commercial building



presentation /

demonstration on project

type identification.



presentation /

demonstration on

identification of project

content.



presentation /


scope determination.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

468 | P a g e

construction

Specification industrial

construction

Infrastructure and heavy

construction.

Identification of project

content

Project life cycle

Definition of project life

cycle

Stages in project life cycle

Project phases

Project content

General information

Executive summary

Organization summary

Project description

Marketing plan

Capital structure and

operating cost

Management plan

Financial aspects

Technical aspects

Project implementation

Social responsibility


participants.

The owner / client

469 | P a g e

The design professionals /

designers

The construction

professionals

The project manager

Project scope

determination

Project planning

explanation

Definition of project

planning

Project planning activities

Project planning inputs and

outputs.

Project gaol setting

Definition

Writing a goal statement

Tips on setting a project goal

Guidelines of setting a

project goal.

Project scope

Definition

Writing a project scope

Tips on setting a project

scope

Guidelines of setting a

project scope.

Breaking a project into

470 | P a g e

phases

Relating the goal and scope

to the project

Parameters to consider in

determining project tasks.



Adequate preparation of project scope based on needs




- Written evidence

- Oral evidence

- Product evidence







trainee


- Task : Prepare project scope based on a given needs.

471 | P a g e

Checklist Score

Yes No

Indicator 1: Types of projects are well identified

Key terms are defined

Project


Management

Construction management

Project management

Characteristics of a construction project are identified

Major types of construction projects are identified

Indicator 2: Project content are well identified

Project life cycle is described

Project content is discussed

Construction project participants are discussed.

Indicator 3: Project scope are well determined

Project planning is explained

Project goal is set

Project scope is set

Projects into phases are broken down

Observation

Learning Outcome 1.2: Plan construction projects


Project work activities

planning



presentation /

- Whiteboard

- Papers

472 | P a g e

Definition

Stages and aspects of

construction

Briefing

Designing

Tendering

Constructing

Commissioning

Levels of planning

Definition

Different plans involved

Main steps in planning

Work breakdown structure

(WBS) and organizational

structure (OBS)

Workbreakdown structure

(WBS)

Definition

Element of WBS

Main types of WBS

Formulation of WBS

Example of WBS

Organizational breakdown

structure (OBS)

Definition

Element of OBS

Main types of OBS

Coding systems


work activities planning.



presentation /


exercise on work

breakdown structure and

organizational structure.



presentation /


exercise on project

activities.



presentation /


exercise on drawing project

network.



presentation /


exercise on stimation of

activity duration and direct

cost.

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference

books

- Internet

473 | P a g e

Formulation of OBS

Example of OBS

Project activities

Definition

Types of project activities

Production activities

Procurement activities

Management activities

Activities relationships

Overlap & lag

Types of activities

relationships

Drawing project network

Definition of a network

Need of project network

Network diagram

Activity on arrow (AOA)

representation

Activity on node AON)

representation

Comparison between AOA

and AON

Estimation of activity

duration and direct cost

Key terms definition

Quantity of work

Resource output

Crew

474 | P a g e

Activity duration

Direct cost

Production rate


duration

Estimation of direct cost



Proper construction project planning according to project type.




- Written evidence

- Oral evidence

- Product evidence







trainee.


Task : Plan construction project according to a given project

type.

475 | P a g e

Checklist Score

Yes No

Indicator 1: Project work activities planning are well discussed

Activity planning is defined

Stages and aspects of construction are discussed

Levels of planning

Indicator 2: Work breakdown structure (WBS) and organizational breakdown structure

(OBS) are well discussed

WBS and OBS are defined

Workbreakdown structure (WBS) is discussed

Organizational breakdown structure (OBS) is discussed

Indicator 3: Project activities are well discussed

Project activities are defined

Types of project activities are discussed

Activities relationships are discussed

Indicator 4: Project network are well drawn

Network is defined

Need of project network is discussed

Network diagram are discussed and drawn

Indicator 5: Activity duration and direct cost are well estimated


Quantity of work

Resource output

Crew

Activity duration

Direct cost

Production rate

Activity duration is estimated

476 | P a g e

Direct cost is estimated

Observation

Learning Outcome 1.3: Schedule construction projects


Breakdown project

activities-duration

Activity duration

Definition of activity

duration

Types of activity

duration

Project milestones

Estimating activity

resources

Definition

Tools and

techniques


duration

Definition

Tools and

techniques for

activity-duration

estimation.

Process in activity

duration estimation



demonstration / practical exercise

on breakdown project activities-

duration.




on Project timeline setting




on project scheduling methods.

- Whiteboard

- Class

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

477 | P a g e

Benefits of activity

duration estimation

Project timeline

setting

Project timeline

definition

Types of project

timeline

Gantt chart timeline

Chronology chart

timeline

Chart timeline with

vertical bars.

Interactive and

static timelines

Steps in project

timeline creation

Tips in creation

project management

timelines

Project timeline

template

Definition

Use of project

timeline template

Samples

Project timeline

elements

478 | P a g e

Tasks

Dates of task

Duration of tasks

Dependencies

between tasks.

Project timeline tool

MS excel

MS project

Project scheduling

methods

Project scheduling

methods explanation

Definition

Purpose of project

scheduling

Steps in project

scheduling

Critical path method

Definition

Use of critical path

method

Types of critical path

method

Guidelines for CPM

scheduling

Steps in CPM

scheduling

Calculation of CPM

Advantages of using

479 | P a g e

CPM scheduling

Disadvantages of

using CPM

scheduling

Precedence diagram

method (PDM)

Definition

Use of PDM

Guidelines in PDM

scheduling

Steps in PDM

scheduling

Examples

Advantages of using

PDM scheduling

Disadvantages of

using PDM

scheduling

Time series diagram

(TSD)

Definition

Use of TSD

Guidelines in TSD

scheduling

Steps in TSD

scheduling

Examples

Advantages of using

480 | P a g e

TSD scheduling

Disadvantages of

using TSD

scheduling

Project schedule

presentation

Definition

Project schedule

planning techniques

o Gantt Chart

o CPM

o PERT



Proper construction project scheduling according to project scope.




- Written evidence

- Oral evidence

- Product evidence






trainee.


Task : Perform project scheduling according to a given

481 | P a g e

project planned.

Checklist Score

Yes No

Indicator 1: Project activities-duration are well broken down

Activity duration is discussed

Activity resources are estimated

Activity duration is estimated

Indicator 2: Project timeline is appropriately set

Project timeline is defined

Types of project timeline are discussed

Steps in project timeline creation are discussed

Tips in creation project management timeline is

discussed.

Project timeline template is discussed

Project timeline elements are identified

Project timeline tool is applied

Indicator 3: Project scheduling methods are appropriately discussed

Project scheduling methods are explained

Critical path method is discussed

Precedence diagram method (PDM) is discussed

Time series diagram (TSD) scheduling is discussed

Project schedule is preesented

Observation

482 | P a g e

LEARNING UNIT 2 – MANAGE CONSTRUCTION SITE RESOURCES

Learning Outcomes:

2.1. Describe resource management concepts

2.2. Manage construction site labor

2.3. Manage construction materials

2.4. Manage construction tools and equipments


Learning Outcome 2.1: Describe resource management concepts


Identification of project

resources

Network scheduling review

Inputs to critical path

analysis

Formard path

calculations

Backward path

calculations

Start and finish times of

activities

CPM algorithm

CPM formulation

Resource constraints

Project resources

Definition

Forms

o Consumable resources

o Non-consumable



presentation /


exercise on identification of

project resources.



presentation /


exercise on identification of

resource scheduling,

levelling and aggregation.



presentation /


exercise on effect of project

resources on resource

smoothing.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

483 | P a g e

resources

Classes of resources

o Key resources

o Secondary resources

o General resources

Types

o People

o Materials & supplies

o Tools & equipments

o Space

o Services

o Information

o Money

o Time

o Other resources

Organization /

administration

Subcontractors

Facilities

Financing costs

Contingencies

Overtime pay

Effect of project resources

on project work

acceleration

Effect of abundance of

resources

Effect of limited resources

Classification of project

o Time constrained



presentation /


exercise on scheduling

limited resource.

484 | P a g e

o Resource constrained

Identification of resource

scheduling, levelling and

aggregation

Resource scheduling

Definition

Purpose

Content

Resource levelling

Definition

Purpose

Examples

Resource aggregation

Definition

Purpose

Presentation of resources

Aggregation is done on

o Hourly basis

o Daily basis

o Weekly basis

Examples

Resource aggregation on

non-critical activities and

critical activities

Resource smoothing

Definitions of some key

terms

Resource smoothing

Resource fluctuation

485 | P a g e

Resource profile

Definition

Why resource profile

Parts of resource profile

Examples

Methods of resource

smoothing

Method of moment

o Definition

o Purpose

o Procedures

o Formula

o Examples

Heuristic procedure

o Definition

o Procedures

Scheduling limited resource

Why scheduling limited

resource?

Shortage of resources

Limited number of skilled

labour

Techniques

Resources scheduling

Resource constrained

scheduling

Solution in scheduling

limited resources

Models to solve scheduling

486 | P a g e

limited resource

For small size problems

Heuristic solutions are

developed for large scale

problems.



Proper description of resource management concepts according to construction projects.




- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Project resources are well identified

Network scheduling review is done

Project resources are identified

Effect of project resources on project work acceleration is discussed

487 | P a g e

Indicator 2: Identification of resource scheduling, levelling and aggregation

are well identified

Resource scheduling

Resource levelling

Resource aggregation

Indicator 3: Project resources smoothing are well identified


Resource smoothing

Resource fluctuation

Resource profile is discussed

Methods of resource smoothing are discussed

Indicator 4: Scheduling limited resources are welldiscussed

Scheduling limited resource is explained

Solution techniques in scheduling lilited resource are explained

Models to solve scheduling limited resource are discussed

Observation

Learning Outcome 2.2: Manage construction site labor


Job analysis

Definitions

Job analysis

Job evaluation

Purpose of job analysis

Job analysis process

Benefits of job analysis

Job analysis steps



presentation /

demonstration on

construction job analysis.



presentation /

demonstration on selection

- Whiteboard

- Class

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

488 | P a g e

Job analysis methods

Questionnaire

Interview

Observation

Use of job analysis data

Factors in distinguishing

jobs

Use of job analysis data

Job descriptions and

specifications

Compensation decisions

Assessments selection

Job analysis categories

Task oriented

Worker oriented

Selection of labors


Human resource

management

Labour

Recruitment

Types of labours

Professional labor

Semiskilled labor

Unskilled labor

Skilled labor

Labor recruitment

Purpose of labor

recruitment

of labor.



presentation /


exercise on Labor

productivity evaluation



presentation /

demonstration on

construction site labor

motivation.



presentation /

demonstration on

construction labor conflict

management.

- chalks

- Pens

- Reference books

- Internet

489 | P a g e

Procedure of labour

recruitment.

Characteristics of

appropriate labor.

Labour selection strategies

Definition

Classes labour selection

categories

o Interviews

o Personality tests

o Biographical data

o Cognitive ability tests.

o Physical ability tests.

o Work samples

Labor productivity

evaluation


Productivity

Labor productivity

Productivity growth

Production rate

Importance of measuring

labor productivity

Calculation of labor

productivity

Policies to improve labor

productivity

Identification of

performance measures.

Construction site labor

490 | P a g e

motivation

Organizational analysis

Definition

Characteristics of

organizational analysis

o Strength

o Weakness

o Opportunity

o Threat

Models of organizational

analysis

Benefits of organization

analysis.

Factors of workers

motivation.

Reward and recognition

Development

Leadership

Work life balance

Work environment

Motivation benefits

Higher productivity

More innovation

Lower levels of

absenteeism

Lower levels of staff

turnover

Great reputation and

stronger recruitment.

491 | P a g e

Improve product quality

Motivation methods

Empowerment

Creativity and innovation

Learning

Quality of life

Monetary incentive

Other incentive

Tips for workers motivation

at workplace

Construction labor conflict

management

Definitions of key terms

Conflict

Conflict management

Types of conflicts

Interpersonal conflict

Intergroup conflict

Cause of conflicts at

workplace

Misunderstandings

Poor communication

Lack of planning

Poor staff selection

Frustration, stress and

burnout

Conflict prevention

Conflict resolution

Conflict resolution

492 | P a g e

strategies

Tips in conflict resolution

Conflict resolution skills



Proper management of construction site labour in line with labor productivity principles




- Written evidence

- Oral evidence

- Product evidence







trainee.


Task : Produce construction site management plan according

to a given project.

Checklist Score

Yes No

Indicator 1: Construction job analysis is well described


Job analysis

Job evaluation

493 | P a g e

Purpose of job analysis is discussed

Job analysis process is discussed

Benefits in job analysis is discussed

Job analysis steps are discussed

Job analysis methods is discussed

Job analysis data are identified and used

Factors in distinguishing jobs are discussed

Job analysis categories are discussed

Indicator 2: Construction labors is well selected


Types of labor are identified

Personal and competence analysis are discussed

Labor recruitment is discussed

Labour selection strategies are discussed and applied

Indicator 3: Labor productivity is well evaluated


Importance of measuring labor productivity is discussed

Labor productivity is calculated

Importance of measuring labor productivity is discussed

Policies to improve labor productivity

Performance measures in labor productivity are discussed

Indicator 4: Construction site labor motivation is well described

Organizational analysis is discussed

Factors affecting labor / worker motivation are discussed

Construction labor motivation benefits are discussed

Construction labor motivation methods are discussed

Tips for labor / worker motivation at workplace

Indicator 5: Construction site labor conflict management is well described

494 | P a g e


Conflict

Conflict management

Types of conflicts are identified

Causes of conflict at workplace are discussed

Conflict prevention at workplace are discussed

Conflict resolution are discussed

Observation

Learning Outcome 2.3: Manage construction materials


Selection of construction

materials

Construction materials

identifications

Importance of selecting


Durability

Cost


Tips in selection


Checking construction

materials usage

Use of construction

materials

How to check the quality of




presentation /


exercise on selection of

construction materials.



presentation /


exercise on checking


usage.



presentation /


exercise on construction

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

495 | P a g e

Quality capability of

manufacturer

Appropriate packing and

storage

Proper documentation

Testing


inspection technipues

Visual inspection

Material inspection

Mechanical inspection

Audible inspection

Factors affecting the choice

of construction materials

Suitability

Availability

Amount of money


requisition

Key terms definition

Requisition

Specification

Quality

Material requisition

Construction material

specifications


procurement.


material requisition.



presentation /



material storage.

496 | P a g e

storage

Identification of materials

to be stored

Purpose of storing


Storing construction

materials guidelines

Tips in storing construction

materials



Adequate management of construction materials according to project scope.




- Written evidence

- Oral evidence

- Product evidence







trainee.


Task : Produce construction Materials management plan in

line with a given project.

497 | P a g e

Checklist Score

Yes No

Indicator 1: Construction materials are well selected.

Constructions materials are identified

Importance of selecting construction materials is

discussed

Tips in selecting construction materials are discussed

and applied

Indicator 2: Construction materials usage is well checked.

Use of construction materials are discussed

The way of checking the quality of construction

materials are discussed.

Construction materials inspection techniques are

discussed.

Factors affecting the choice of construction materials

are discussed.

Indicator 3: Construction materials requisition is well discussed.


Requisition

Specification

Quality

Material requisition

Construction materials specifications are identified

Construction materials procurement is discussed

Indicator 4: Construction materials storage is well discussed.

Materials to be stored are identified

Purpose of storing construction materials is discussed

498 | P a g e

Storing construction materials guidelines are

discussed

Observation

Learning Outcome 2.4: Manage construction tools and equipments.


Selection of construction

tools and equipments

Identification of

construction tools and

equipment

Construction tools

Construction equipment

Importance of selecting


equipments

Durability

Cost

Tips in selection


equipments

Right quality and

specifications

Right quantity

Selection of tools should

consider

Appropriateness

Quality



presentation /


exercise on Selection of


equipments



presentation /


exercise on checking the

status of construction tools

and equipments.



presentation /


exercise on Construction


requisition



- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

499 | P a g e

Safety

Weight

Comfort

Duration of use

Available space for use

Storage

Security

Insurance

Power and fuel

requirements

Maintenance and

breakdowns

Standards and regulations

Checking the status of


equipments

Quality of tools and

equipments

Characteristics of good


How to chech the quality of


equipment

Construction tools and

equipments requisition

Construction tools

specification

Construction equipment

specification

presentation /


exercise on Construction


maintenance.

500 | P a g e

Tools and equipment

procurement

Construction tools and

equipments maintenance

Tools and equipments

inspection

Inspection of tools

Inspections of equipments

Maintenance of tools and

equipment

Maintenance of tools

Maintenance of

equipments.



Proper management of construction tools and equipments according to construction projects in place.




- Written evidence

- Oral evidence







trainee.

501 | P a g e

Checklist Score

Yes No

Indicator 1: Construction tools and equipments are well selected

Constriction tools and equipments are identified

Importance of selecting construction tools and

equipments is discussed

Tips in selecting construction tools and equipments

are discussed

Considerations in selecting construction tools are

discussed.

Indicator 2: Checking the status of construction tools and equipments is well discussed

Quality of construction tools and equipments are

discussed

Characteristics of good tools and equipments are

identified

Factors to consider in checking the quality of

construction tools and equipment are discussed.

Indicator 3: Construction tools and equipments requisition is well discussed

Construction tools specifications are discussed

Construction equipments specifications are discussed

Construction tools and equipments procurement are

discussed

Indicator 4: Construction tools and equipments storage and maintenance is well

discussed

Construction tools and equipments storage is

discussed

Construction tools and equipments inspection is

502 | P a g e

discussed

Construction tools and equipments maintenance is

discussed

Observation

503 | P a g e

LEARNING UNIT 3 – CARRY OUT CONTRACT MANAGEMENT

Learning Outcomes:

3.1. Describe contract concepts

3.2. Manage contractual documents

3.3. Execute contract


Learning Outcome 3.1: Describe contract concepts


Definition of key terms in

Contract management

Construction contract

Contract document

Contractor

Drawings

Owner

Project

Project manual

Specifications

Work

Project delivery methods

Traditional approach

Direct labour

Design build

Turnkey

Build-operate-transfer

Professional construction

management (PCM)

Types of contracts



presentation /

demonstration on

definitions on key terms in

contract management.



presentation /


exercise on project delivery

methods.



presentation /

demonstration on types of

contracts.



presentation /

demonstration on contract

articles.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

504 | P a g e

Selection of contract type

Project objectives

Project constraints

Design and build contracts

Engineering, procurement

and construction contracts.

Performance contracts.

Contracts based on unit

prices.

Time – based contracts.

Reimbursable cost

contracts.

Lump-sum contracts.

Contract articles

Contract parties

The client or the employer

The contractor

Professional/designer

Scope of work

General scope of work

Structural scope of work

Mechanical scope of work

Electrical scope of work

Instrumentation and

controls scope of work

Conditions of contract

General conditions of the

contract

Supplementary conditions



presentation /


exercise on contract

awarding process.

505 | P a g e

of the contract

Special conditions of the

contract

Contact payments

Invoices

Invoice approval

Payment

Permits and licenses

Planning permits

Zoning permits

Building permits

Insurance

Project property insurance

Builder’s risk insurance

All-risk builder’s risk

insurance

Termination of risk

insurance

Termination of the

contract

Impossibility of

performance (frustration)

Breach of condition of

contract

Foreclosure by agreement

Rescission

Completion of contract

Indemnification

506 | P a g e

Limited-form

indemnification

Intermediate-form

indemnification

Broad-form

indemnification

Amendment

Change order

construction change

directives

Written order for a minor

change

Authority to sign contracts

Actual authority

Apparent authority

Authority to sign contracts

Contract awarding process

Competitive bid

contracting

Brief description of

procedure

Advantages

Disadvantages

Negotiated contracting


procedure

The contract cost

Contract obligations

The programme of works

507 | P a g e

Advantages

Disadvantages

Competitive sealed

proposals is well done


procedure

Advantages

Disadvantages

Other contract awards

Construction by force

account

Job order contracting

Time and materials

contracts



Proper description of contract concepts existing literature.




- Written evidence

- Oral evidence







508 | P a g e

trainee.

Checklist Score

Yes No

Indicator 1: Key terms used in contract management are well defined

Construction contract is defined

Contract document is defined

Contractor is defined

Drawings are defined

Owner is defined

Project manual is defined

Specifications are defined

Work is defined

Indicator 2: Project delivery methods are well described

Traditional approach

Direct labour

Design build

Turnkey

Build-operate-transfer (BOT)

Professional construction management (PCM)

Indicator 3: Types of contracts used in construction industry are well identified

Selection of contract type is discussed

Design and build contracts are identified

Engineering, procurement and construction contracts are identified

Performance contracts are identified

Contracts based on unit prices are identified

Time – based contracts are identified

509 | P a g e

Reimbursable cost contracts are identified

Lump-sum contracts are identified.

Indicator 4: Contract articles in construction industry are well identified

Parties in a contract are identified

Scope of work is identified

Conditions of contract are identified

Contact payments are identified

Permits and licenses are identified

Insurance is identified

Termination of the contract is identified

Indemnification is discussed

Amendment is discussed

Authority to sign contracts is discussed

Indicator 5: Contract awarding process are well described

Competitive bid contracting is discussed

Negotiated contracting is discussed

Competitive sealed proposals are discussed

Other contract awards are discussed

Observation

Learning Outcome 3.2:Prepare contractual documents


Form of contract

The contract forms.

Standard building contract

with quantities



presentation /

demonstration on form of

contract.

- White board

- Papers

- Laptop

- Duster

510 | P a g e

Standard building contract

without quantities

The intermediate building

contract

Selection criteria of the

form of contract

Type of work to be performed

Size of project

Procurement method to be

used

The advantages of using

standard forms of contract

are well identified

Ambiguities and

inconsistencies ;

The rights and obligations of

both parties

Familiarity of users with the

provisions in a standard form

Contract drawings

General arrangement of

drawings.

The site location

The position of the structure at

site

Floor plans

Elevations

Sections

Drawing content



presentation /



drawings.



presentation /



specifications



presentation /



provisions.

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

511 | P a g e

The name and address of the

consultant

The drawing number for

reference

The scale

The title

Schedules

The purpose of schedules

Advantages

Disadvantages

Contract bills of quantities

Bills of quantities are well

prepared

Measurements

Items of works

Material quantities

Total sum

The purpose of bill of

quantities is well identified

Cost planning

Tendering

Fair agreement among

contract parties

The content of bills of

quantity

Preliminaries

Preambles

Measured works

Prime cost and provisional

512 | P a g e

sums

Appendices

Contract specifications

Specification during

tendering

Elements of specification

Functional specifications

Technical specification

Specification during

construction

Specifications during material

purchasing

Specifications during

construction activities

Specifications during building

commissioning

Specification applied by

building contractor.

Specification during personnel

recruitments

Specifications to measure

labor performance

Specifications to get legal

documents.

Contract provisions

Contract document copies

to contractor

Copy of the form of contract

Copies of the contract

513 | P a g e

drawings

Copies of the unpriced bill of

quantities

Copies of any descriptive

schedules

Availability of documents

on site

Contract drawings

Bills of quantities

Descriptive schedules

Master programme

Discrepancies in

documents

Techniques to scrutinize

discrepancies

Discrepancies

Discrepencies correction



Adequate management of contract documents according to contract type.




- Written evidence




514 | P a g e

- Oral evidence

- Product evidence




trainee.


Task: Manage contractual documents according to a given

contract type.

Checklist Score

Yes No

Indicator 1: Forms of contract are well selected

Criteria of the form of contract is selected

The advantages of using standard forms of contract

are well identified.

The contract forms are identified

Indicator 2: Contract drawings are well described

General arrangement of drawings are described

Drawing content is described

Schedules are provided

Indicator 3: Contract bills of quantities are well analyzed

The purpose of bill of quantities are well identified

Bills of quantities are well prepared

The content of bills of quantity is well prepared

Indicator 4: Contract specifications are well applied

Specifications during tendering are applied

Specifications during construction are applied

Specification are well applied by building contractor.

515 | P a g e

Indicator 5: Contract provisions are well performed

Contract document copies to contractor are

identified

Documents on site are availed

Discrepancies in documents is discussed

Observation

Learning Outcome 3.3: Execute contract


Contract parties

The client

The contractor

The specialist

Contract obligations

Client obligations

Payment for the work

done

Legal duties

Cooperating with the

contractor

Selecting all

professionals on the

project

Warranting the plans

and specifications

Contactor obligations

Planning for construction




on contract parties.




on contract obligations.




on contract negotiation.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

516 | P a g e

Leading construction

activities

Supervising construction

activities

Correction of Patent

Errors

Coordination of all

Parts of the Work

Specialist obligations

Production and

coordination of all plans

and specifications

Code compliance

Interpretation of the

documents

Diligence, skill and good

judgment

Contract negotiation

Groundwork for

negotiation is well

prepared

Laying foundations

Climate formation

Establishing procedure

Control of negotiations

Preparing for

negotiations

Developing alternatives

Negotiation

517 | P a g e

performance is well

done

Exploration and fact-

finding

Constructive bargaining

Aggressive bargaining

Negotiating tactics

are identified

Tactics and counter

tactics

Aggressive tactics

Constructive tactics



Appropriate execution of construction contract in line with the project implementation process and project specifications.




- Written evidence

- Oral evidence







trainee.

518 | P a g e

- Product evidence - Observation checklist

Task: Produce an execution of construction contract plan

according to a given task.

Checklist Score

Yes No

Indicator 1: Contract parties are well identified

The client is identified

The contractor is identified

The specialist is identified

Indicator 2: Contract obligations are well identified

Client obligations are identified

Contactor obligations are identified

Specialist obligations are identified

Indicator 3: Contract negotiation is well prepared

Groundwork for negotiation is well prepared

Negotiation performance is well done

Negotiating tactics are applied

Observation

519 | P a g e

LEARNING UNIT 4 – CARRY OUT PROJECT MONITORING AND EVALUATION

Learning Outcomes:

4.1. Monitor work progress

4.2. Perform construction project control

4.3. Perform project time cost trade off, project

financing and project contract pricing.

4.4. Calculate project cost overrun


Learning Outcome 4.1: Interpret project outlines


Interpretation project

outlines

Project drawings

Plans

Sections

Perspectives

Contracts and bill of

quantities

Project schedule review

Activities vs duration

Resources estimation

Cost estimation

Project outline

Design

Pre-construction

Procurement

Construction & building

Commissioning



presentation /


exercise on interpretation

project outlines.



presentation /


exercise on establishing

project monitoring plan.



presentation /


exercise on project work

progress checking.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

520 | P a g e

Owner occupancy

Project close out.

Establishing project

monitoring plan

Project work plan

Definition

Purpose of project work

plan

The essential ingredient in

project work plan

Tips in developing a work

plan.

Process in project work

plan

Steps in construction

project plan

How to make project work

plan

Project monitoring plan

Definition

Purpose

Development

Steps in project monitoring

plan

Project management tools

Definition

Overview

Features

Construction monitoring

521 | P a g e

tools

Gantt chart

Logic network

PERT Chart

Product Breakdown

structure (PBS)

Work Breakdown structure

(WBS)

Issues to be advised on

during project monitoring.

Land and property

acquisition

Statutory consents

Issues related to the

developer and project

management systems

Financial appraisals

Construction agreements

Costs

Programme

Design and construction

quality

Monitoring scope creep

Project work progress

checking

Purpose of project work

progress

Issues to perform in work

progress

522 | P a g e

Factors influencing

construction progress of

construction projects

Human factors

Material factors

Equipments factors

Financial problems

Constructions conditions

Construction technology

Importance of project work

progress

How to track project

progress effectively

How to monitor project

progress

Steps in project work

progress

Conception and initiation

Definition and planning

Launch and execution

Performance and control

Project close

Tips / guidelines in project

work progress.

How to measure project

work progress

How to measure effectively

progress on your project

523 | P a g e

How to measure project

progress and monitor

status

Time monitoring

Budget monitoring

Regular check-ins

Monitor project progress

Phases in project

management lifecycle

Main types of project

monitoring.



Proper monitoring of work progress according to project schedule.




- Written evidence

- Oral evidence

- Product evidence







trainee.


Task : Monitor project work Progress according to project

524 | P a g e

Schedule.

Checklist Score

Yes No

Indicator 1: Project outlines are well interpreted

Project drawings are interpreted

Bill of quantities and contracts are well interpreted

Project schedule are well interpreted

Project outline are well interpreted

Indicator 2: Project monitoring plan is well established

Project work is discussed

Project monitoring plan is discussed

Issues to be advised on during project monitoring are discussed.

Construction monitoring tools are discussed

Monitoring scope creep is discussed

Indicator 3: Project work progress are well checked

Purpose of project work progress is discussed

Factors influencing construction progress of construction projects are

discussed

The importance of project work progress and monitoring is discussed

Monitoring project progress is discussed

Steps in project work progress are discussed

Project commissioning is interpreted

Tips in project work progress are discussed

Measuring project progress and monitor status are discussed

Observation

525 | P a g e

Learning Outcome 4.2: Carry out construction project control


Communication at

construction

Project organisation

structure

Communication

concepts at

construction suite

Definition of

communication

Forms of communication

o Email

o Text

o Phone calls

o Instant messaging

o Radios

o Intercoms

o In-persons

meetings

o Signs

o Hand signals

Types of communication

o Effective

communication

o Good

communication

Tips in

communication at

construction site



demonstration on communication

at construction site.



demonstration on description of

project control.



demonstration on project change

management




on project cost control.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

526 | P a g e

Description of project

control

Explanation of

project control

Definition

Importance of project

control

Processes that defines

project control

Benefits of project

controls

Understanding and

maintaining

construction project

controls.

Components of

project controls

Steps in setting a

project control

Challenges within

project controls

Project change

management

Claim in construction

domain

Definition of a claim

Purpose of claim in

construction industry

Causes of claim

527 | P a g e

Categories of claims

Delays

Disruptions

Change condition

Scope charge

Termination

Delays analysis

Purpose of delay analysis

Delay categories

Types of delays

Project cost control

Cost control in

project management

Importance of cost

control in project

management

Cost management

Tips for successful cost

control

Element of cost

control

Direct material cost

Direct wages

Chargeable expenses

Indirect materials

Indirect labour

Indirect expenses

Overhead expenses

Advantages of cost

528 | P a g e

control

For the company

For employees

Aid to planning

Measurements of

performance

Cost control

techniques

Planning project budget

Keeping a track of costs

Effective time

management

Project change control

Use of earned value

Monitoring and

control project costs

Definition

Techniques to monitor

and control the cost of a

project

Ways to successfully,

manage a project

budget and maintain

cost control

Earned value

management

Definition of earned

value

529 | P a g e

Earned value technique

Measures involved in

earned value technique

o Budgeted cost of

work schedule

(BCWS)

o Budgeted cost of

work performed

(BCWP)

o Actual cost of work

performed (ACWP)

o Indicators

Project cost planning

and control

Definition

Cost planning

Cost control problem

Tips to help control

costs.



Appropriate project control according to project organizational structure and project scope.



530 | P a g e


- Written evidence

- Oral evidence

- Product evidence







trainee.


- Task : Perform project control according to project

organizational structure and project scope.

Checklist Score

Yes No

Indicator 1: Communication at construction site is well discussed

Project organizational structure is identified

Communication concepts at construction site is

discussed

Tips in communication at construction site are

discussed and applied.

Indicator 2: Project control is well prepared

Project control is explained

Understanding and maintaining construction project

control is discussed

Components of project control are discussed.

Steps in setting a project control are discussed and

applied.

531 | P a g e

Challenges within project controls are discussed.

Indicator 3: Project change management is well discussed

Claim in construction domain is discussed

Categories of claims

Delays analysis is discussed

Indicator 4: Project cost control is well prepared

Project cost control in project management is

discussed

Elements of cost control are discussed

Advantages of cost control are discussed

Cost control techniques are discussed and applied

Monitoring and control project costs is discussed

Earned value management is discussed

Earned value is defined

Earned value techniques are discussed

Measures involved in earned value techniques are

discussed.

Tips to help control costs are discussed

Observation

532 | P a g e

Learning Outcome 4.3: Carry out project time cost trade off, project financing and contract pricing.


Project time cost trade off

Time cost trade off

Definition

Time cost trade-off decisions

Objectives of time cost trade

off

Activity duration reduction

Activity time cost

relationship

Effect of time cost relationship

Representation

Minimum possible time

crashed duration vs maximum

cost.

Normal duration vs normal

cost

Cost slope

Project time cost

relationship

Project cost

o Direct cost

o Indirect cost

Purpose project time cost

relationship

Effect of project cost on

project duration



presentation /


exercise on project time

cost trade off



presentation /


exercise on project cash

flow.



presentation /


exercise on Tender price

and contract pricing.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

533 | P a g e

Project total time cost

relationship

Optimum project duration

Shortening project

duration

Definition

Minimum project completion

time

Approaches used in shortening

project duration

Procedures for shortening

project duration.

Project cash flow

Description of project cash

flow concepts

Definition of project cash flow

Purpose of project cash flow

Project cash flow studies

Contract cash flow

Cumulative cash flow

Maximum capital

Typical project cash flow

Construction project costs

Principal components of

contractor’s cost and

expenses

Additional general overhead

cost components

Classification of cost to spend

534 | P a g e

on activity

Project direct cost

Project indirect costs

Project income (cash-in)

Definition

Flow of money

Estimation of work to be

completed

Retention

Advanced payment

Cost of borrowing (return

on investment)

Cash requirements

Funds

Methods to determine amount

of interest

Cost of borrowing

Discounted cash flow

Definition

Present value (PV)

Net present value (NPV)

Internal rate of return (IRR)

The s-curve

Definition

Sample of s-curve

Steps in developing a s-curve

for a project

Tender price and contract

pricing

535 | P a g e

Tender price


o Tender price

o Total price of tender

o Mark up

Components of tender price

o Cost

o Mark up

Methods of assessing a specific

contract mark up

o Estimating a single

percentage mark up

o Detailed analysis

Estimation of profit margin

Risk management

Definition

Purpose of risk management

Steps in risk management

Actions to be taken or transfer

risks

Time and cost contingency

Risk analysis

Contract pricing

Contract cost

Mark up components fo

finalize tender price

Balanced bid

Unbalanced bid (loading of

rates)

536 | P a g e

Method of related charge



Proper performance of project time trade off, project financing and project contract pricing in line with construction project types.




- Written evidence

- Oral evidence

- Product evidence







trainee.


Task : Perform project cash-flow according to a given

construction project.

537 | P a g e

Checklist Score

Yes No

Indicator 1: Project time cost trade-off is well described.

Time cost trade-off is discussed

Activity time cost relationship is discussed

Project time cost relationship is discussed

Shortening project duration is discussed

Indicator 2: Project cash flow is well described.

Project cash flow concepts are described

Construction project costs are discussed

Project income (cash-in) is discussed

Cost of borrowing (return on investment) is discussed

Discounted cash flow is perfomed

Discounted cash flow is defined.

Present value is calculated.

Net present value is calculated.

Internal rate of return is calculated.

The s-curve is discussed

Indicator 3: Project tender price and contract pricing is well described.

Tender price is discussed

Risk management is discussed

Contract pricing is discussed

Observation

538 | P a g e

Learning Outcome 4.4: Calculate project cost overrun


Project cost overrun

concepts

Definition of cost overrun

Factors influencing cost

overruns

Mitigation Measures

Against Delay and Cost

Overrun.

Effective tips on how to

deal with project cost

overruns

Checking project planned

works and executed works.

Contract terms

Planned work

Checking planned work vs

contract terms

Executed works

Planned works vs executed

works.

Executed work estimation

Work plan review

Definition

Purpose of work plan

Creating work plan

Measuring the executed

work



presentation /


exercise on project cost

overrun concepts.



presentation /


exercise on checking the

planned work and executed

work.



presentation /


exercise on executed work

estimation.



presentation /


exercise on additional work

estimation.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

539 | P a g e

Definition

Measuring the executed work

Cross check the executed work

and the planned work

Calculating quantities and

cost for the executed

works.

Additional work estimation

Project additional work

Measurement of project

additional work quantities.

Calculation of additional

work quantity and cost.



Adequate calculation of cost overrun according to the project work planned.




- Written evidence






540 | P a g e

- Oral evidence

- Product evidence


trainee.


Task : Calculate cost overrun according to the project work

planned.

Checklist Score

Yes No

Indicator 1: Project cost overrun concepts are described

Cost overrun is defined

Factors influencing cost overruns are discussed

Mitigation Measures against Delay and Cost Overrun

are discussed

Effective tips on how to deal with project cost

overruns are discussed.

Indicator 2: Project planned works and executed works are checked

Contract terms are reviewed

Planned work are checked

Planned works vs contract terms are checked

Executed works are checked

Planned works vs executed works are checked.

Indicator 3: Project executed works are estimated

Work plan review is done

Executed work is measured

Quantities and cost for the executed works are

calculated.

541 | P a g e

Indicator 4: Project additional works are estimated

Project additional works are explained

Project additional works are measured

Additional work quantity and cost are calculated

Observation

542 | P a g e

LEARNING UNIT 5 – CARRY OUT PROJECT CLOSE OUT.

Learning Outcomes:

5.1. Describe close out concepts

5.2. Evaluate project requirements.

5.3. Officiate project close out.

5.4. Compile reports.


Learning Outcome 5.1: Describe close out concepts


Importance of project close out

Definition of project

close out

Importance

Categories of project close out

Project close out

Client close out

Organizational close

out

Subcontractor close

out

Risk assessment

Write a final report

Team close out

Components of project close out

Punchlist

Inspections

Site clean up

Document Collection



presentation /

demonstration on

definitions on importance of

project close out.



presentation /

demonstration on

categories of project close

out.

o Brain storming / Group


research and presentatio

Discussion / individual work


presentation /

demonstration on

components of project close

out.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet

543 | P a g e

and Handover

Issues during project close out

Punchlist delays

Incomplete Document

Production

Communication

Breakdown



presentation /

demonstration on issues

during project close out.



Proper description of close out concepts existing literature.




- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Importance of project close out are well identified

Project close out is defined

Importance of project close out is discussed

544 | P a g e

Indicator 2: Categories of project close out are well identified

Project close out is identified

Client close out is identified

Organizational close out is identified

Subcontractor close out is identified

Risk assessment is identified

Write a final report is identified

Team close out is identified

Indicator 3: Components of project close out are well identified

Punchlist is identified

Inspections are identified

Site clean up is identified

Document Collection and Handover is identified

Indicator 4: Issues during project close out are well identified

Punching delays are identified

Incomplete document production

Communication breakdown

Observation

Learning Outcome 5.2: Evaluate project close out requirements.


Scope of activities

assessment

Planned activities

Executed activities

Changes

Quality of work



presentation /

demonstration on scope of

activities assessment.


- White board

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

545 | P a g e

assessment

Quality

management

concepts.

Quality planning

Quality

assurance

Quality control

Quality

improvement

Assessment of the

quality of work.

Budget / financial

reconciliation

Definition of

financial

reconciliation

Types of financial

reconciliation

Importance of

financial

reconciliation

Steps in financial

reconciliation.


presentation /

demonstration on quality of

work assessment.



presentation /



project budget/financial

reconciliation.

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet



Proper evaluation of project requirements in line with project scope.

546 | P a g e




- Written evidence

- Oral evidence






- Obser Record of questions asked by assessor and

responses of trainee.

Checklist Score

Yes No

Indicator 1: Scope of project activities are well assessed

Planned activities are identified

executed activities are identified

Project changes are identified

Indicator 2: Quality of work are well assessed

Quality management concepts are described

The quality of work is assessed

Indicator 3: Construction project financial reconciliation is well done

Construction project financial reconciliation is

discussed.

Types of financial reconciliation are identified

Importance of financial reconciliation is discussed

Steps in project financial reconciliation are discussed

547 | P a g e

Observation

Learning Outcome 5.3: Officiate construction project close out.


Notification of closure

Work approval

Handover



presentation /

demonstration on

notification of closure.



presentation /

demonstration work

approval



presentation /


handover.

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

- Markers

- chalks

- Pens

- Reference books

- Internet



Adequate officiating of project close out in accordance with project carried out.



548 | P a g e


- Written evidence

- Oral evidence







trainee.

Checklist Score

Yes No

Indicator 1: Construction project close up is well officiated

Notification of closure is done

Work approval is done

Handover is done

Observation

Learning Outcome 5.4: Compile reports


Reporting channel

Construction

company

administrative

structure.

Project reporting

best practices

Discussion / individual work /

internet research /

presentation / demonstration

on reporting channel

identification.


internet research /

- Whiteboard

- Papers

- Laptop

- Duster

- Projector

- Flipcharts

- Blackboard

549 | P a g e

Elements of a

progress report.

Reports on

constructions

buildings

How to write an

effective project

status report

Project report

content.

Reporting

techniques

Reports in project

control includes

Effective

reporting for

construction

projects

Construction

project

management

report.

Update plans for executed

works.

As built plans

Construction

plans

Plan update


on project report work

progress content.


internet research /


on updating plans for

executed works.

- Markers

- chalks

- Pens

- Reference books

- Internet

550 | P a g e



Proper compilation reports in accordance with the project reporting techniques




- Written evidence

- Oral evidence

- Product evidence






trainee.


Task : Compile reports according to the project work

planned, executed, monitored and evaluated.

Checklist Score

Yes No

Indicator 1: Reporting channel is well discussed

Construction company administrative structure is

discussed.

Project reporting best practices are discussed

Element of a project progress report are identified

Reports on constructions buildings

Tips on writing an effective project status report are

551 | P a g e

discussed.

Indicator 2: Reporting channel is well discussed

Reporting techniques are discussed

Reports in project control are discussed.

Effective reporting for construction projects is

discussed.

Construction project management report is

discussed.

Indicator 3: Plans for executed works are updated

Construction plans are identified.

As built plans are identified.

Updated plans are produced.

Observation

552 | P a g e




conduct a construction of a two (2) storeyed commercial

building of Musanze district. The contract scope is from

Preconstruction phase to closeout phase. As a construction

technician employed by the company, you are requested to

perform the following tasks:

1. To produce a preliminary study plan, possible tests and

reports to be used for the next step.

2. To produce the corresponding CAD drawings to this

commercial building.

3. To produce the work breakdown structure of all

activities to be conducted.

4. To produce the work organizational breakdown

structure of all activities to be conducted.

5. To produce Bill of quantities and costs.

6. To produce a procurement plan specifying the delivery

method and contract type with reasons

7. To produce the activity relationship and schedule with

reasonable duration and assumptions.

8. To produce the corresponding AON and AOA.

9. To perform CPM schedule and mention the critical path

10. To produce the Gantt chart using a software of your

choice.

11. To produce a project monitoring and evaluation plan

12. To identify the possible risks and mitigation measures

from the project construction process.


Computer laptop


Materials

Building codes

Pens

Papers

Software

ArchiCAD

AutoCAD

MS project

MS Office

553 | P a g e

The duration of this task in at most three (5) days. The final

report will be orally presented after its submission.


Checklist Score

Yes No


Tools


Materials

Building codes

Pens

Papers

Equipment

Computer Laptop

Indicator 1.2: Procedures from preconstruction to project closeout phase are well

respected

Preconstruction phase activities are identified

Procurement phase activities are identified

Construction Phase activities are identified

Closeout phase activities are identified

Observations


Checklist Score

Yes No

Indicator 2.1: The pre-construction phase plan is well produced

Project scope and goals are set

554 | P a g e

Potentials issues and activities about the project pre-construction phase

are identified

Preliminary study plan is done

Possible tests are identified

Strategic plan on the project is created

Informations about labour and resources are gathered

CAD drawings are produced

Reports are produced

Indicator 2.2: Work breakdown structure is well produced

Project pre-construction phase activities are identified

Project procurement phase activities are identified

Project construction phase activities are identified

Project closeout phase activities are identified


Indicator 2.3: Work organizational breakdown structure is well produced

Project pre-construction phase activities and corresponding human

resources are identified

Project procurement phase activities and corresponding human resources

are identified

Project construction phase activities and corresponding human resources

are identified

Project closeout phase activities and corresponding human resources are

identified


Indicator 2.4: BOQ is well produced

Bill of quantities are produced

Cost analysis is done

The unit price of all items is produced

555 | P a g e

The total price of the project throuthout the construction process is

calculated

Report is produced

Indicator 2.5: The procurement plan is well produced

The project delivery method with reosons are identified

The project contract type with reasons are identified

Report is produced

Indicator 2.6: The activities relationship and schedule are well produced

The activitiy duration are estimated

The activity schedule are proposed

The activity relationship are produced


Indicator 2.7: CPM is well performed

AON is produced

AOA is produced

CPM calculations are done

The critical path is identified


Indicator 2.8: Gantt chart is well produced

Software is selected

Procedures to produce a Gantt chart are followed

Gantt chart is produced

Indicator 2.9: Project monitoring and evaluation plan are well produced

Project monitoring plan is proposed

Project evaluation plan is proposed


556 | P a g e

Indicator 2.10: Possible risks and mitigation measures from the project construction

process are well identified

Possible risks and counter measures from project pre-construction phase

are identified

Possible risks and counter measures from project procurement phase are

identified

Possible risks and counter measures from project construction phase are

identified

Possible risks and counter measures from project closeout phase are

identified


Observation


Checklist Score

Yes No


The preliminary study done is precise and clear

The construction process is followed

CAD drawings are relevant

BOQ produced is clear

WBS and OBS produced are clear and relevant

Activity duration, schedule and relationships are reasonable

AOA produced is clear

AON produced is clear

CPM performed is clear and precise

Gantt chart produced is clear and relevant

Project risks identified are possible

Mitigation measures to the idntified project risks are reasonable and

557 | P a g e

possible

Reports produced are clear and relevant

Indicator 3.2: Time allocated to the tasks is well respected

Time of five (5) days allocated to the task is respected

Observation

Reference Books

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State University.

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Planning and Scheduling).

8. Erhvervsakademi K., 2011, Handbook for project and construction management

Fundamental concepts.

558 | P a g e

9. Hazar Hamad Hussain, (2014) TIME MANAGEMENT TOOLS AND TECHNIQUES FOR

PROJECT MANAGEMENT Socio-economic Research Bulletin, Issue 4 (55) 57

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Persons with Disabilities, ILO Skills and Employability Department, ISBN 92-2-

117864-1.

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scheduling, John Wiley and Sons.

12. Moavenzadeh F.; 2009; Project management engineering, procurement and

construction.

13. Olawale, Y., and Sun M. (2010), Cost and time control of construction projects.

14. Ritz G. J. and Sidney M. L., 2013, Total Construction Project Management, Second

Edition.

15. Frank I. Moore, (1999), FUNCTIONAL JOB ANALYSIS WORLD HEALTH ORGANIZATION

ORGANISATION MONDIALE DE LA SANTE GUIDELINES FOR TASK ANALYSIS AND JOB

DESIGN, Prepared for the World Health Organization, Department of Organization of

Health Services Delivery (OSD) at W.H.O.

16. Eksteen, B. and Rosenberg, D.; 2002; the management of overhead costs in

construction companies.

17. Muhammad Akram Akhund, Ali Raza Khoso, Uroosa Memon, Shabeer Hussain

Khahro, (2017), Time Overrun in Construction Projects of Developing, Imperial

Journal of Interdisciplinary Research (IJIR) Vol-3, Issue-4, 2017 ISSN: 2454-1362.

18. Hemanta Doloi, (2013), Cost Overruns and Failure in Project Management:

Understanding the Roles of Key Stakeholders in Construction Projects, Journal of

Construction Engineering and Management, DOI: 10.1061/ (ASCE) CO.1943-

7862.0000621.

19. Abdulelah Aljohani, Dominic Ahiaga-Dagbui and David Moore, (2017), Construction

projects cost overrun: what does the literature tell us? International Journal of

Innovation, management and Technology, Vol.8, No.2

559 | P a g e

20. Sindhu Vaardini, S.Karthiyayini, P.Ezhilmathi, (2016), STUDY ON COST OVERRUNS IN

CONSTRUCTION PROJECTS –A REVIEW, International Journal of Applied Engineering

Research, ISSN 0973-4562 Vol. 11 No.3, Research India Publications.

21. Jaffari S. Jongo , Dennis N. G. A. K. Tesha, Raymond Kasonga, Justine J. Teyanga ,

Kenan S. Lyimo, (2019), Mitigation Measures in Dealing with Delays and Cost

Overrun in Public Building Projects in Dar-Es-Salaam, International Journal of

Construction Engineering and Management, 8(3): 81-96 DOI:

10.5923/j.ijcem.20190803.01, Tanzania

22. Emad E., 2008, Project Finance and Contract Pricing.

23. Emad E., 2008, Project Time-Cost Trade-Off 6. Emad E., 2008, Resources

Management.

24. William E. Dunning (1992), Negotiating engineering and construction contracts

25. Miss Millicent Asah-Kissiedu (2009), The development of appropriate strategies for

the prevention of construction disputes in Ghanas

26. Peter Fenn and Rod Gameson (2005), Construction Conflict Management and

Resolution

27. Ian M Eilenberg (2003), Dispute resolution in construction management

28. Jeff Whitfield (1994), Conflicts in Construction, Avoiding, Managing, Resolving

29. H. Randolph et al (2007), Interpreting Construction Contracts, Fundamental

Principles for

30. Contractors, Project Managers, and Contract Administrators

31. Thomas E Uher & Philip Davenport (2009), Fundamentals of building contract

management, second edition

32. Greg Goldfayl (2004), Construction contract administration, Second edition

33. Michael O'Reilly (1999), Civil engineering construction contracts, Second edition

34. Edward Whitticks, (2005), Construction Contracts How to Manage Contracts, and

Control Disputes in a Volatile Industry

35. Allan Ashworth (2012), Contractual Procedures in the Construction Industry.

560 | P a g e

36. Jie Fang, Yan Li, Qi Liao, Zenghui Ren , and Baohong Xie, (2018), Construction

Progress Control And Management Measures Analysis, Smart Construction Research,

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561 | P a g e

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19/10/2020

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samples/toolkits/pages/performingjobanalysis.aspx visited on 07/10/2020

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08/10/2020

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https://kissflow.com/project/steps-to-create-successful-project-plan/

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562 | P a g e

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08/10/2020

26. https://www.perkbox.com/uk/platform/insights/why-employee-motivation-is-

important-and-how-to-improve-measure-and-maintain-it , visited on 08/10/2020

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563 | P a g e

Integrate workplace


300

Credits: 30

Sector:

All

Sub-sector: All

Issue date:October, 2020

Purpose statement

This module describes the skills, knowledge and attitudes required to integrate

learners in workplace for an industrial attachment program to gain work-based

experience for future employment. The module will allow the learner to Analyze own

professional gaps in line with industry demands for better Enhancement innovation

during IAP program and be able to promote professional skills transfer.

CCMIA701- INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA701

564 | P a g e


All specific, general and complementary modules







1. Analyze own professional

gaps in line with industry

demands

1.1 Proper identification of professional gaps in

own carrier based on labor market demand

1.2 Proper establishment of strategies to fill the

professional gaps in accordance with labor

market opportunities

1.3 Proper selection of relevant placement based

on identified gaps

2. Enhance innovation during

IAP program

2.1 Proper explanation of innovation based on

core values related to IAP

2.2 Proper description of innovation strategies

duringIAP based on industry assigned duties.

2.3 Effective integration of innovation process

during IAP program based on industry

assigned duties

3. Promote professional skills

transfer

3.1 Proper elaboration of the implementation plan

of competences acquired during IAP in

565 | P a g e

accordance with labor market needs.

3.2 Effective application of skills, knowledge and

attitudes acquired during IAP based on

developed implementation plan

3.3 Effective impact assessment of applied

competences acquired during the continuous

professional development programs

4. Report IAP activities

4.1 Proper preparation of IAP douments based on

the work done

4.2 Proper description of gained work experience

during IAP

4.3 Proper description of skills transfer based on

acquired competences

566 | P a g e

LEARNING UNIT 1 - ANALYZE OWN PROFESSIONAL GAPS IN LINE WITH INDUSTRY DEMANDS

Learning Outcomes:

1.1. Identification of professional gaps in own carrier

1.2. Establishment of strategies to fill the professional gaps

1.3. Selection of relevant placement


Learning Outcome 1.1:Identification of professional gaps in own carrier


Key terms

Professional gap

Labor market

Labor market Demand

Labor market role in

training

Labor market

opportunities

Techiques of identifying

professional gaps

SWOT Analysis

Benchmarking

competences

Identify important skills

o Discussion on key terms

o Discussion on Labor Market

Demand

o Practical work on identifying

professional gaps

- Reference books

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotche

- Papers

- Pens / Pencil

- Posters

Formative Assessment1.1


Proper identification of professional gaps in own carrier based on labor market demand

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- Written evidence

- Performance

evidence



- Matching

- Essay questions

- Task: Perform SWOT analysis based on Labor market

Checklist Score

Yes No

Indicator 1: Key terms arewell described

Professional gap is well described

Labor market is well described

Indicator 2: Labor market Demand is well described

Labor market role in training is well described

Labor market opportunities are well identified

Indicator 3:Techiques of identifying professional gaps are well applied

SWOT Analysis is performed

Competences are benchmarked

Important skills are identified

Observation

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Learning Outcome 1.2: Establishment of strategies to fill the professional gaps


Strategies to fill the

professional gaps

Online Training

IAP

Volunteering

Attending seminars

Market opportunity is defined

Matching strategies with labor


Identifying occupational

trends

Anticipating and

matching skills and jobs

o Discussion on strategies

to fill the professional

o Discussion on matching

strategies with labor


- Reference books

- Handout notes

- White/chalk

- Board

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil



Proper establishment of strategies to fill the professional gaps in accordance with labor market opportunities




- Written evidence



- Matching

569 | P a g e

- Essay questions

Checklist Score

Yes No

Indicator 1: Strategies to fill the professional are well identified

Online Training is identified

IAPis identified

Volunteeringis identified

Attending seminarsis identified

Indicator 2: Market opportunity is defined

Indicator 3: Strategies are well matched with labor market opportunities

Occupational trends are identified

Skills and jobs are anticipated

Skills and jobs are matched

IAP is matched with labor market opportunities

Observation

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Learning Outcome 1.3: Selection of relevant placement


Identifying IAP stakeholders

Relevant workplaces

Responsibilities of the

industrial attachment’s

stakeholders

Responsibilities of trainer

Responsibilities of learner

Responsibilities of host

Industry

IAP placement process

Select Relevant workplaces

Making requests

o Mandmaping

stakeholders

o Practical work on

selecting IAP

placement

- Reference books

- Handout notes

- White/chalk

- Board

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil



Proper selection of relevant placement based on identified gaps




- Written evidence



- Matching

- Essay questions

- Task: Select relevant placement of IAP

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Checklist Score

Yes No

Indicator 1: IAP stakeholders are well identified

Relevant workplaces are well identified

Indicator 2: Responsibilities of the industrial attachment’s stakeholders are well

identified

Trainer responsibilities are identified

Learner responsibilities are identified

Host Industry responsibilities are identified

Indicator 3: IAP placement process is well respected

Relevant workplaces are selected

Placement requests are made

Observation

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LEARNING UNIT 2– ENHANCE INNOVATION DURING IAP PROGRAM

Learning Outcomes:

2.1. Explanation of innovation

2.2. Description of innovation strategies during IAP

2.3. Integration of innovation process during IAP program


Learning Outcome 2.1: Explanation of innovation


Discription of Innovation

Definition

Types of innovation

Radical

Incremental

Disruptive

Architecture

Core values related to IAP

Competences acquired

Innovation process

Skills transfer

o Discussion on Innovation

and its types

o Discussion on IAP Core

values

- Reference books

- Handout notes

- White/chalk

- Board

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Papers

- Pens / Pencil



Proper explanation of innovation based on core values related to IAP



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- Written evidence



- Matching

- Essay questions

Checklist Score

Yes No

Indicator1: Innovation is well described

Innovation is defined

Indicator 2: Types of innovation are described

Radical

Incremental

Disruptive

Architecture

Indicator3: IAP Core values are well exprained

Competences acquired are explained

Skills transfer is explained

Process of Innovation is described

Observation

Learning Outcome 2.2: Description of innovation strategies during IAP


Key term

Innovation strategies

Types of innovation strategies

Proactive

Discussion on


Research and

presentation on

- Reference books

- Handout

- White/ChalkBoard

- Markers/Chalks

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Active

Reactive

Passive

Examples of Innovation

strategies

Examples of


- Computer

- Projector

- Flip Chart

- Index cards

- Stickers



Proper description of innovation strategies during IAP based on industry assigned duties.




- Written evidence



- Matching

- Essay questions

Checklist Score

Yes No

Indicator 1:Key term is well explained


Indicator 2: Types of Innovation strategies are described

Proactive strategy is described

Actives trategy is described

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Reactive strategy is described

Passives trategy is described

Indicator 3: Examples of Innovation strategies are given

Observation

Learning Outcome 2.3: Integration of innovation process during IAP program


Integration of Innovation

process

Idea Generation and

Mobilization

Advocacy and

Screening

Experimentation

Commercialization

Diffusion and

Implementation

o Discussion on

Integration of

innovation process

- Reference books

- Handout

- White/ChalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotche

- Papers

- Pens / Pencil



Effective integration of innovation process during IAP program based on industry assigned duties



576 | P a g e


- Written evidence



- Matching

- Essay questions

Checklist Score

Yes No

Indicator1: Innovation process is well respected

Idea Generation and Mobilization is done

Advocacy and Screening is done

Experimentation is done

Commercialization is done

Diffusion and Implementation is done

Observation

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LEARNING UNIT 3 - IMPLEMENT PROFESSIONAL SKILLS TRANSFER

Learning Outcomes:

3.1 Elaboration of the implementation plan of competences

acquired during IAP

3.2 Application of skills, knowledge and attitudes acquired during

IAP

3.3 Impact assessment of applied competences acquired during

the continuous professional development programs


Learning Outcome 3.1 Elaboration of the implementation plan of competences acquired during IAP


Definition of

implementation plan

Description of components

of implementation plan

Task to be performed

Steps required

Ressources needed

Risks identification

Schedules

Task Verification


implementation plan

o Practical Exercises on

preparation of

implementation plan

o Individual research and

presentation on

implementation plan

samples

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil



Proper elaboration of the implementation plan of competences acquired during IAPin accordance with labor market needs

578 | P a g e




Written evidence

Oral evidence

Multiple choice questions

True-False questions

Matching

Essay questions


Task: Elaborate implementation plan

Checklist Score

Yes No

Indicator 1: Implementation plan is well defined

Indicator 2: Components of implementation plan are described

Task to be performed is described

Steps required are described

Ressources needed are described

Risks identification is described

Schedules is described

Task Verification is described

Observation

Learning Outcome 3.2: Application of skills, knowledge and attitudes acquired during IAP


Execution of implementation

plan

o Tutorials on

preparation of work

-Handout

-White/ChalkBoard

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Performance test of the task

carried out

Preparation of report on the

work done

report

o Individual exercise on

task implementation

plan

o Research based

Internet

-Markers/Chalks

-Computer

-Projector

-Papers

-Pens / Pencil

-Video Aid

-Internet

-Books



Effective application of skills, knowledge and attitudes acquired during IAP based on developed implementation plan




- Written evidence

- Perfomance

evidence



- Matching

- Essay questions


- Task: Execute your implementation plan

Checklist Score

Yes No

Indicator 1: Implementation plan is well excuted

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Test of the task carried out is performed

Report on the work done is prepared

Observation

Learning Outcome 3.3: Impact assessment of applied competences acquired during the continuous professional development programs


Definition of impact

assessment

Description of impact

assessment components

Social impacts assesment


assessment

Policy impact

assesment

Financial impacts

o Personal reasearch

o Brainstorming

o Internet research

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil



Effective impact assessment of applied competences acquired during the continuous professional development programs



581 | P a g e


Written evidence

Oral evidence



Matching

Essay questions

Task: Describe the impact assessment components

Checklist Score

Yes No

Indicator 1: Impact assessment is defined

Indicator 2: Impact assessment components are described

Social impacts is assessed

Environmental impact is assessed

Policy impact is assessed

Financial impactsis assessed

Observation

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LEARNING UNIT 4 - REPORT IAP ACTIVITIES

Learning Outcomes:

3.1 Description of IA documents

3.2 Description of gained work experience during IAP

3.3 Description of skills transfer


Learning Outcome 4.1 Description of IA documents


Description of Types of IA

documents

Trainee’s documents

Logbook

IA report format

IA Code of conduct

IA system

Company’s Trainer

documents

Joining report of

attachment

General

Departmental

information to

companies

Training assesment

form

IPRC supervisor’s

form

o Group discussion on the

types of IA documents

o Brain storming on the

types of IA documents


Filling up trainee logbook

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil

583 | P a g e



Proper Description of IA documents based on the work done




Written evidence



Matching

Essay questions

Checklist Score

Yes No

Indicator 1: Types of IA documents are well described

Trainee’s documentsare described

Logbook is described

IA report format is described

IA Code of conductis described

IA system is described

Company’s Trainer documents are described

Joining report of attachment is described

General Departmental information to companies is described

Training assesment form is described

IPRC supervisor’s report form is described

Observation

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Learning Outcome 4.2: Description of gained work experience during IAP


Description of IA work carried

out

Description of the

competences aquired during IA

Description of challenges

encountered in IA

Technical challenges

Social Challenges

Explanation of the approaches

used to address challenges

Clarification of

Recommendations toward

Company

College

o IA report writting

o Presentation of the

work performed

during IA

o Interaction with

Audiences

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil



Proper description of gained work experience during IAP




Written evidence

Oral evidence

Essay questions


Task: Explain the most challenge encountered during your IAP

585 | P a g e

Checklist Score

Yes No

Indicator 1: IA work carried out is well presentented

Competences aquired during IAP are described

Challenges encountered in IAP are explained

Approaches to address challenges are clarified

Indicator 2: Recommendations to IAP stakeholders are well clarified

Recommendations to trainers are clarified

Recommendations to host industry are clarified

Observation

Learning Outcome 4.3: Description of skills transfer


Definition of skills transfer

Explanation of types of

transferable skills

Social skills

Profesional skills

Descriptions of utilisation of

skills acquired during IA

o Presentation on

acquired skills during

IA

o Interaction with

Audiences

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil

-Manuals



Proper description of skills transfer based on acquired competences



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Written evidence

Oral evidence

Essay questions

Task: Eplain how you will use gained skills to create your own job.

Checklist Score

Yes No

Indicator 1: Skills transfer is well defined

Indicator 2: Types of transferable skills are well explained

Social skills are explained

Profesional skills are explained

Indicator 3: Utilisation of skills acquired during IA are well explained

Observation

REFERENCES

1. Dodgson, Mark, Gann, David and Salter, Ammon. 2008. The Management of Technological Innovation: Strategy and Practice. Completely rev. and updated. Oxford: Oxford University Press

2. AFL-CIO. “Training and Apprenticeships.” http://www.aflcio.org/Learn-About-Unions/Training-and-Apprenticeships.

3. Central Intelligence Agency. “The World Factbook.” https://www.cia.gov/library/publications/the-world-factbook/index.html.

4. Clark, John Bates. Essentials of Economic Theory: As Applied to Modern Problems of Industry and Public Policy. New York: A. M. Kelley, 1907, 501

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CCMRP701 Perform final year research project


200

Credits: 20

Sector: All

Sub-sector: All


Purpose statement

This module describes the knowledge, skills and attitudes required to conduct final year

research project. At the end of this module, the trainee of Level seven will be able to

develop ideation of research project, develop project prototype and present research

project.

.

CCMRP701- FINAL YEAR RESEARCH PROJECT

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Introduction to research methodology







1. Design ideation of a

research project

1.1 Determine properly research project topic based on the area of

study

1.2 Describe properly anti-plagiarism techniques with reference to

institutional anti- plagiarism guidelines

1.3 Develop correctly research project proposal based on RP research

guidelines

2. Develop a project

prototype

2.1 Perform properly the experimental model based on the objective

of the research project

2.2 Analyse properly the prototype according to analysing

techniques

2.3 Interpret correctly the research results in line with research

objectives

3. Present research

project

3.1 Develop properly the research project manuscript in reference

with institutional final research project guidelines

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3.2 Perform appropriately reporting system in reference with

research guidelines

3.3 Perform appropriately research project presentation in

accordance with presentation techniques

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LEARNING UNIT 1 – DESIGN IDEATION OF RESEARCH PROJECT

Learning Outcomes:

1.1. Detrmine research project topic

1.2. Describe anti-plagiarism techniques

1.3. Develop research project proposal


Learning Outcome 1.1: Determine research project topic


● Steps process of finding

quality research project topic

Ideation methodology

Brainstorming

Braindump

Challenges assumption

Mind map

Sketch or sketchstorm

Storyboard

Brain write

Current research in the

field of study

Issues in the field of study

Future trends in the field

of study

● Critical question in the field of

study

● Good research project topic

Research varibles

Independent variable

o Attending seminar on

ideation methodology


current research in the

field of study

o Self- directed reading

related current research

in the field


issues and trends in the

field of study

o Self-directed reading

related to issues and

trends in the field of

study

o Attending seminar

related to formulation of

topics, to assessing

critical questions in the

field of study,

- Reference books,

Journals,

Dissertation and

Thesis

- Computer

- White/chalkboard

- Markers

- Chalk

- Projector

- Flip chart

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Dependent variable

Research project topic

concept note

Introduction

Rationale for the proposed

research project

Purpose statement

Research project activities

Expected results

formulation of research

topic and research topic

rationale of the topic.

o Assess critical question in

the field of study

o Formulate research topic

related to the field of

study


research project topic

concept note

o Develop research project

topic concept note



Develop properly research topic based on the area of study




- Written evidence

-Product evidence/

checklist

Essay (short responses / extended responses) concept / mind

map

-Report with assessor’s completed quality checklist

Task 1 : Determine the research project topic

Task 2. Establish concept note of research topic

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Checklist Score

Yes No

Indicator: Research topic is well developed

Ideation methodology is applied

Current research in the field of study are identified

Issues in the field of study are identified

Future trends in the field of study are identified

Critical questions in the field of study are identified

Research project topic is formulated

Research project concept note is developed

Observation

Learning Outcome 1.2: Describe anti-plagiarism techniques


● Form of plagiarism

Oral plagiarism

Written plagiarism

● Types of Plagiarism

Direct plagiarism

Self plagiarism

Mosaic plagiarism

Accidental plagiarism

● Steps to avoid plagiarism

paraphrase practice


anti- plagiarism

practices

o Identifying forms of

plagiarism

o Understanding

plagiarism types

o Practicing anti-

plagiarism techniques

- Reference books,

Journals,

Dissertation and

Thesis

- Papers

- Computer

- White/chalkboard

- Markers

- Chalk

- Projector

593 | P a g e

sources citation

plagiarism checking

● APA references

Spacing

Page headers and numbers

page margination

text structure

text character

text citation

Quotation and paraphrasing

- Flip chart

- Internet



Describe properly anti-plagiarism techniques with reference to institutional anti- plagiarism guidelines




- Written evidence

-Product evidence/

checklist

-Essay (short responses / extended responses) concept / mind

map


Task : Describe anti-plagialism tecniques

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Checklist Score

Yes No

Indicator 1: Plagiarism forms are well stated

Oral plagiarism is prevented

Written plagiarism is prevented

Indicator 2: Types of plagiarism are well identified

Direct plagiarism is identified

Self plagiarism is identified

Mosaic plagiarism is identified

Accidental plagiarism is identified

Indicator 3: Steps to avoid plagiarism is well stated

Paraphrase practice is identified

Sources citation of is identified

Plagiarism checking process is identified

Indicator 4: APA references is well provided

Spacing is provided

Page headers and numbers are provided

Page margination is provided

Text structure is provided

Text character is provided

Text citation is provided

Quotation and paraphrasing is provided

Observation

595 | P a g e

Learning Outcome 1.3: Develop research project proposal


Research project introduction

Background of the study

Problem statement

Purpose statement

General objectives

Specific objectives

Research questions

/research hypothesis

Scope of the study

Significant of the study

Literature review

Theorical review

Empirical review

Conceptual framework

Research gap

Research project

methodology

Research design

target population

Sampling strategies

sample size

Research instrument

Pilot of study

Validity of reseach

instrument

Reliability of


developing research

introduction

o Developing research

introduction


developing literature

revie

o Developing literature

review

o Attending seminar of

developing research

methodology

o Identify target

population

o Determine sampling

strategies

o Determine sample size

o Design research

instrument

o Attending seminar

related to research

schedule and budget

o Developing research

schedule and budget

- Reference books,

Journals,

Dissertation and

Thesis

- Papers

- Computer

- White/chalk board

- Markers

- Chalk

- Projector

- Flip chart Internet

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research instrument

Ethical consideration

APA References

Research schedule

Activity

Research budget

Cost of item in research

budget

Personel

Travel and

accomodation

Stationnaries

Sources of research fund

Allocate research

budget



Develop correctly research project proposal based on research objectives and research questions




- Written evidence

-Product evidence/

checklist

-Essay (short responses / extended responses) concept / mind

map


Task : Develop research project proposal

597 | P a g e

Checklist Score

Yes No

Indicator 1: Introduction to research is well developed

Background of the study is developed

Problem statement is formulated

Purpose statement (General objectives and Specific objectives) is

formulated

Research questions /research hypothesis is formulated

Scope of the study is determined

Significant of the study is determined

Indicator 2: Literature review is well developed

Theorical review is developed

Empirical review is developed

Conceptual framework is formulated

Research gap is determined

Indicator 3: Research methodology is well developed

Research designer is identified

Target population is identified

Sampling strategies is selected

Sample size is determined

Research instrument is designed

Pilot study, validity and reliability of research instrument is determined

Ethical consideration of research is applied

Indicator 4: Research schedule and budget is well planned

Research schedule is planned

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Research budget is determined

Resources of budget is determined

Budget is reallocated

Observation

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LEARNING UNIT 2 – DEVELOP A PROJECT PROTOTYPE

Learning Outcomes:

2.1. Perform experimental model

2.2. Analyse prototype

2. 3. Interpret the research project results


Learning Outcome 2.1: Perform experimental model


Types of experimental model

Mathematical model

Concrete model

Computer model

Logical model

Model techniques

application

Data flow modelling

Entity relationship

modelling

Event-driven process

chain

Joint application

development

Transition model

Data collection process

Use of research

instrument

Select data collection

tools

o Attending data on

experimental model

o Use research

instrument

o Sect types of

experimental model

o Develop model

techniques

application

o Conduct data

collection process

- Reference books,

Journals,

Dissertation and

Thesis

- Papers

- Computer

- White/chalk board

- Markers

- Chalk

- Projector

- Flip chart

- Internet

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Collection of data

Manage data collected



Perform properly the experimental model based on the objective of the research project




- Written evidence

- Product evidence/

checklist

- Essay (short responses / extended responses) concept /

mind map

- Report with assessor’s completed quality checklist

Task : Perform experimental data

Checklist Score

Yes No

Indicator1: Experimental model is well selected

Mathematical model is selected

Concrete model is selected

Computer model is selected

Logical model is selected

Indicator 2: Model techniques application is well selected

Data flow modelling is selected

Entity relationship modelling is selected

Event-driven process chain is selected

Joint application development is selected

Transition model is selected

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Indicator 3: Data collection process is well performed

Use of research instrument is performed

Select data collection tools is performed

Collection of data is performed

Data collected is managed

Observation

Learning Outcome 2.2: Analyse prototype


● Plan of a model testing

Development stage

Stage prior to the

implementation

● Conditions for testing

Type of prototype

Testing objectives

Time constraint

● Steps for prototypes testing

Testing tasks

Testing process

Prototype obtained

Data analysis process

Data analysis tools

Data visualization tools

Data analysis per each

objectives

o Attend seminar on

analysis of protype

data collected

o Develop plan of model

testing

o Select condition for

testing

o Use steps for

protypyes testing

o Develop data analysis

process

- Reference books,

Journals,

Dissertation and

Thesis

- Papers

- Computer

- White/chalk board

- Markers

- Chalk

- Projector

- Flip chart

- Internet

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Analyse properly the prototype of collected data according to testing techniques




- Written evidence

- Product evidence/

checklist


mind map


- Task: Perform experimental model

Checklist Score

Yes No

Indicator 1. Plan of a model testing is well selected

Development stage is selected

Stage prior to the implementation is selected

Indicator 2. Conditions for testing is well selected

Type of prototype is done

Testing objectives are identified

Time constraint is managed

Indicator 3. Steps for prototypes testing are well identified

Tasks are identified

Testing process are identified

Prototype is identified

Indicator 4. Data analysis process are well conducted

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Data analysis tools are selected

Data visualization tools are seleted

Data analaysis per each objectives are done

Observation

Learning Outcome 2.3: Interpret research project data


Conclusion of findings

Interpretation of data per

each specific objectives

Reject or accept the

hypothesis

Recommendation on

research results

Recommendation for further

study

Interpretation report

o Attend seminar on

data interpretation

o Interpret data

o Assess hypothesis test

per each objectives

o Develop interpretation

report

- Reference books,

Journals,

Dissertation and

Thesis

- Papers

- Computer

- White/chalk board

- Markers

- Chalk

- Projector

- Flip chart



Interpret correctly the research project results in line with research objectives



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- Written evidence

- Product evidence/

checklist


mind map


- Task: Interpret research project data per each objective

Checklist Score

Yes No

Indicator 1: Research data are well interpreted

Conclusion of findings is developed

Interpretation of data per each specific objectives is conducted

Research hypothesis are assessed

Recommendation of the research results are provided

Recommendation for further study is provided

Interpretation report is developed

Observation

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LEARNING UNIT 3 – PRESENT RESEARCH PROJECT

Learning Outcomes:

3.1. Write the research final project manuscript

3.2. Perform reporting system

3.3. Perform research project presentation

Learning hours: 40. Hours

Learning Outcome 3.1: Write the research final project manuscript


● Manuscript preliminary pages

Title page

Declaration

Approval page

Dedication

Acknowledgment

Table of content

List of figures

List of tables

Abbreviation and Acronyms

Abstract

● Manuscript main body

General introduction

Literature review

Research methodology

Presentation and analysis of

results

Summary, conclusion and

recommendation

● Other pages

o Attending a seminar

on academic writing

o Writing the

preliminary pages of

the research project

document

o Identifying and

writing the main body

of the document

o Citing the borrowed

resources

o Name and attach the

appendices

o Reference

books,

Journals,

Dissertation

and Thesis

o Chromosome

chart

o Computers

o Projector

o White board

o Flip charts

o Markers

o Internet

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References

Appendices



Write properly the research project manuscript in reference with institutional final research project structure




- Written evidence

- Product evidence

Essay/open-ended questions (short and extended answer)


- Recordings

Task : Write the research project manucript

Checklist Score

Yes No

Indicator 1: Manuscript preliminary pages are well written

Title page is done

Declaration is done

Approval page is done

Dedication is done

Acknowledgment is done

Table of content is done

List of figures is done

List of table is done

Abbreviation and Acronyms are done

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Abstract is done

Indicator 2: Manuscript main body is well written

Genal introduction is written

Literature review is summarized

Research methodology is described

Results are presented

Results are analysed

Summary of findings is done

Conclusion are formulated

Recommendation on practice are formulated

Recommendation for futher studies are suggested

Indicator 3: References are well stated

Reference list in line with APA is done

Indicator 4: Appendices are well done

Appendices are done

Observation

Learning Outcome 3.2: Perform reporting system


● Power point preparation

● Reporting system forms

Oral presentation

Written Report

Video Report

● Findings presentation forms

Bar-Charts


reporting system

o Choosing a reporting

system form

o Designing findings

presentation way

o State in-text citation

- Reference books,

Journals,

Dissertation and

Thesis

- Sample Video clip

- Computers

- Projector

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Table

Diagram

Figure

and references

- Printer

- Flip chart



Perform appropriately reporting system in reference with research findings




- Written evidence

- Product evidence

Essay/open-ended questions (short and extended answer)


- Task: Perform reporting system

Checklist Score

Yes No

Indicator 1: Power point preparation is well done

Power point is prepared

Indicator 2: Reporting system is well developed

Oral presentation is prepared

Written Report is done

Video Report is done

Indicator 3: Research findings are well presented

Research findings presentation forms (Bar-Charts, Table, Diagram and

Figure) is done

Observation

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Learning Outcome 3.3: Perform research project presentation


● Structure of an oral

presentation

Introduction

Body

Conclusion

● Oral presentation techniques

Time management

Content prioritization

Audience

consideration

Acknowledgement

Presentation skills

Organization of

thoughts

PPT slides

Practices

Check lists

Audience questions

Tell stories, etc

o Attending a seminar

on research project

presentation

o Presenting results in

standard form

o Performing a quality

oral presentation

o Making a soft copy

(CD, college website)

and hard copy

(library)

- Reference books,

Journals,

Dissertation and

Thesis

- Projector

- Flipcharts /

blackboard

- Markers

- Computer

- Sheets of paper

- Pens

- Internet

- Research project

presentation

format



Perform appropriately research project presentation in accordance with the presentation techniques



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- Oral evidence

- Performance

evidence

- Observational checklist

- Recordings

- Task: Present the research project in accordance with

presentation qualities.

Checklist Score

Yes No

Indicator1. Structure of an oral presentation is well presented

Introduction is presented

Body is presented

Conclusion is presented

Indicator 2: Quality presentation is well performed

Time management is respected

Content prioritization is performed

Audience consideration is respected

Acknowledgement is done

Indicator 3: Presentation skills are applied

Organization of thoughts is respected

Simple presentation is done

PPT slides is designed

Effective notes is prepared

Check list is done

Audience questions are answered

Observation

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The trainees in Rwanda polytechnics are encouraged

to carry out research project based on his/her field of

study.

As finalist trainee in Rwanda polytechnics you are

called upon to conduct research project as a solution

of issues or trends in your field of study and present

the findings as per Rwanda Polytechnics research

project guidelines. The duration of the task is 200

hours equivalent to two months.

The activities to be carrying out are:

- Formulate a research topic

-Develop Research project proposal

-Analyse and interpret data

-Write research report

-Present your research report

All materials are provided by Rwanda

Polytechnics and you will select the materials

based on your research topic

- RP Research Guidelines

- RPanti-plagialism guidelines

- Pens/wax crayons

- Field notebook

- Report format

-Computer

-Consummebles

-Tools and equipments


Checklist Score

Yes No

Indicator 1.1: Standard procedure of designing ideation of a research project is well

applied

Standard procedure of formulating research project topic is respected

Standard procedure of developing research project proposal is respected

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Standard procedure anti-plagialism techniques is respected

Indicator 1.2: Standard procedures of developing a project prototype are respected

Standard procedure of developing experimental model is respected

Standard procedure of analysing prototype are respected

Standard procedure of interpration of research project results are

respected

Indicator 1.3: Standard procedures of presenting research project are respected

Standard procedure of writing final year research project manusrcipt is

respected

Standad procedure of reporting system is respected

Standard procedure of presentation of research project findings is

respected.


Checklist Score

Yes No

Indicator 2.1: General introduction is well developed

Background is good

Problem statement is good

Purpose statement is good

Research questions/research hypothesis are good

Scope is good

Significance is good

Indicator 2.2. Literature review is well developed

Theoritical review is good

Empirical reviwe is good

Conceptual framework is good

Research gap is good

Indicator 2.3. Research methododology has been well developed

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Research design is good

Research population is good

Research sample is good

Research instrument is good

Piloty study is good

Indicator 2.4. Anysisis of prototype is well done

Data collection is good

Data anlysis is good

Data interpretation is good

Indicator 2.5. Conclusion andrecommendation is well done

Summary of findings is good

Conclusion of findings is good

Recommendation on practices is good

Recommendation for futhers studies is good

Prelimary pages is good

References is good

Appindices has been well mentionned

Report writing is good

Presentation of finding is good

Audience questions are well answered

Observation


Checklist Score

Yes No

Indicator 3.1: Status of research findings are well developed

Appropriate tools and equipment are well used

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All processes have been resepected

Time has been respected

Research topic is relevant in the field of study

Research results produce positive impact on society

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator 4.1: All security measures are well respected

Research instrument measures are respected

Tools and equipments are used correctilly

Standard operating procedures for taking and analysing data are used

Standard procedure for presentation of findings are used

All required tools and equipment have been well selected

Observation

References

A. BOOKS AND JOURNALS

1. Adventist University of the Philippines. Thesis and Dissertation Manual (2014):

Centre for Undergraduate

2. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed). Boston: Allyn & Bacon.

3. Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 15(2), 195–207.

615 | P a g e

4. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

5. Creswell, J. W., & Maietta, R. C. (2002). Qualitative research. In D. C. Miller & N. J. Salkind (Eds.), Handbook of social research (pp. 143–184). Thousand Oaks, CA: Sage.

6. Creswell, John W. (2012). Educational research: Planning, Conducting, and evaluating quantitative and qualitative Research-Fourth edition, ISBN-13: 978-0-13-136739-5 (alk. paper), ISBN-10: 0-13-136739-0 (alk. paper).

7. Dawson, C. (2002). “Practical Research Methods”, New Delhi, UBS Publishers Distributors, 2002. Denzin, N. & Lincoln, Y. 1994. “Handbook of Qualitative Research”, SAGE Publications, London, UK, 1994.

8. Flick Uwe, (2015). Introducing Research Methodology: A Beginner's Guide to Doing a Research Project, SAGE Publication.

9. Gie, R., & Beyers, N. (2014). Getting started in clinical research: Guidance for junior researchers. Cape Town: Department of Paediatrics and Child Health, Faculty of Medicine and Health Sciences, Stellenbosch University.

10. Jeremy Holland (Editor) (2005): Methods in Development Research: Combining Qualitative and Quantitative Approaches, Practical Action.

11. Kitsakorn Locharoenrat, (2017). Research Methodologies for Beginners, Pan Stanford Publishing.

12. Kothari. C.R. (2004). Research Methodology: Methods and Techniques-second edition, New Age International (P) Limited, Publishers; ISBN (13): 978-81-224-2488-1.

13. Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd Ed.). Thousand Oaks, CA: Sage.

14. Kumar, R. (2005). “Research Methodology-A Step-by-Step Guide for Beginners”, (second edition), Singapore, Pearson Education.

15. Lincoln, Y. S. (2009). Ethical practices in qualitative research. In D.M. Mertens & P. E. Ginsberg (Eds.).The handbook of social research ethics (pp. 150–169). Los Angeles, CA: Sage.

16. Martin, W. & Bridgmon, K. (2012). “Quantitative and Statistical Research Methods: From Hypothesis to Results”, John Wiley & Sons.

17. Merriam, S. (2009). “Qualitative Research: A Guide to Design and Implementation”, John Wiley & Sons.

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18. Miles, M. & Huberman, A. (1994). “Qualitative data analysis”, SAGE Publications.

19. Mugenda and Mugenda. (1999), Research Methods, Qualitative and Quantitative Approaches, 1st Edition. Acts Press, Nairobi, Kenya.

20. Newman, I. (1998). “Qualitative-quantitative Research Methodology: Exploring the Interactive Continuum”, SIU Press.

21. Patten, M.L. (2002). Understanding Research Methods: An Overview of the Essentials, 3rd

Edition, Pyrczak Publishing, and Los Angeles.

22. Philip, J.S. and Pugh, M.T. (1994); Research Methodology: Methods and Techniques, Light Publishers, New Delhi.

23. Randy L. Joyner et al (2013). Writing the winning Thesis or Dissertation: A step- by -

step Guide. #rd edition. USA

24. Ranjit Kumar, (2014). Research Methodology: A Step-by-Step Guide for Beginners, SAGE Publications.

25. Richey C. Rita and James D. Klein (2007) Design and development Research:

Methods, Strategies, and Issues, Wayne State University, ISBN 978-1-4106-1692-0—1-4106-1692-4 (eBook).

26. Singh, Y. (2006). “Fundamental of Research Methodology and Statistics”, New Age International.

27. Wisker, G. (2001), The Post Graduate Research Handbook, Palgrave Macmillan London

B. ONLINE RESOURCES

https://www.interaction-design.org/literature/article/stage-3-in-the-design-

thinking-process-ideate accessed on 27/10/2020

http://clacsec.lima.icao.int/Reuniones/2014/Sem-

MajProy/Presentaciones/Pres005.pdf accessed on 27/10/2020

https://www.geog.ox.ac.uk/research/technologies/projects/mesc/guide-to-

monitoring-and-evaluation-v1-march2014.pdf accessed on 27/10/2020

http://www-public.imtbs-

tsp.eu/~weblsh/docs/Oral_Presentation_Skills2013.2_short.pdf accessed on

27/10/2020

https://www.interaction-design.org/literature/article/stage-3-in-the-design-thinking-process-ideate

https://www.interaction-design.org/literature/article/stage-3-in-the-design-thinking-process-ideate

http://clacsec.lima.icao.int/Reuniones/2014/Sem-MajProy/Presentaciones/Pres005.pdf%20accessed%20on%2027/10/2020

http://clacsec.lima.icao.int/Reuniones/2014/Sem-MajProy/Presentaciones/Pres005.pdf%20accessed%20on%2027/10/2020

https://www.geog.ox.ac.uk/research/technologies/projects/mesc/guide-to-monitoring-and-evaluation-v1-march2014.pdf%20accessed%20on%2027/10/2020

https://www.geog.ox.ac.uk/research/technologies/projects/mesc/guide-to-monitoring-and-evaluation-v1-march2014.pdf%20accessed%20on%2027/10/2020

http://www-public.imtbs-tsp.eu/~weblsh/docs/Oral_Presentation_Skills2013.2_short.pdf

http://www-public.imtbs-tsp.eu/~weblsh/docs/Oral_Presentation_Skills2013.2_short.pdf

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GLOSSARY

1. Assessment: A process of gathering

and judging evidence in order to

decide whether a person has attained

a standard of performance.

2. Assessment criteria: Statements

which describe performances and

place them in context with sufficient

precision to allow valid and reliable

assessment.

3. Best practice: Management practices

and work processes that lead to

outstanding or top-class performance

and provide examples for others.

4. Competency standard: An industry-

determined specification of

performance which sets out the skills,

knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of

units of competency, which are

themselves made up of elements of

competency, together with

performance criteria, a range of

variables, and an evidence guide.

5. Competency: means the ability to

apply knowledge, skills and

personal, social and methodological

skills in the workplace or during

learning, as well as in personal and

professional development. This ability

or capacity is acquired through

leaning, exposure to the tasks and

series of training allowing one to

perform specific task autonomously.

Reason why in the context of the CBE

Framework competencies are

described as responsibility and

independence.

6. Competency-based assessment (or

CBA): The gathering and judging of

evidence in order to decide whether a

person has achieved a standard of

competency.

7. Complementary competencies: Set of

knowledge, skills and attitudes which

are not directly linked to a specific

occupation or industry, but which are

important for work, education and life

in general, such as communication,

mathematics, organizational aptitude,

and computer literacy, interpersonal

and analytical competency.

8. Core modules: Modules leading to

competencies’ acquisition that an

industry sector has agreed upon as

essential for a person to be accepted

as competent at a particular level. All

modules may be core, but in many

cases competency at a level will

involve core modules plus optional or

specialization modules. Core

competencies are normally those

central to work in a particular

industry.

9. Credential: Formal certification issued

for successful achievement of a

defined set of outcomes, e.g.

successful completion of a course in

recognition of having achieved

particular knowledge, skills or

competencies; successful completion

of an apprenticeship or traineeship.


10. Credit: The acknowledgement that a

person has satisfied the requirements

of a module.

11. Curriculum: The specifications for a

course or subject (module) which

describe all the learning experiences a

learner undergoes, generally including

objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed

assessment tasks, assessment

exemplars, etc.

12. Evidence guide: The part of a

competency standard which provides

a guide to the interpretation and

assessment of the unit of competency,

including the aspects which need to be

emphasized in assessment,

relationships to other units, and the

required evidence of competency.

13. Flexible delivery: A range of

approaches to providing education

and training, giving learners greater

choice of when, where and how they

learn. Flexible delivery may involve

distance education, mixed-mode

delivery, online education, self-paced

learning, self-directed learning, etc.

14. Formal education: Also formal training

education or training provided in

educational institutions such as

schools, universities, colleges, etc. or

off the job in a workplace, usually

involving direction from a teacher or

instructor.

15. General competencies: competencies

correspond to larger operations that

go beyond the tasks, but generally

contribute to their implementation.

These activities require more

fundamental learning and are

generally common to several tasks and

transferable to many work situations.

16. Generic modules: Modules leading to

the attainment of complementary

competencies.

17. Informal education: The acquisition of

knowledge and skills through

experience, reading, social contact,

etc.

18. Internship: An opportunity for a

learner to integrate career related

experience by participating in planned,

supervised work.

19. Key competencies: Any of several

generic skills or competencies

considered essential for people to

participate effectively in the

workforce. Key competencies apply to

work generally, rather than being

specific to work in a particular

occupation or industry. The following

are key areas of competency which

were developed into seven key

competencies: collecting, analyzing

and organizing information;

communicating ideas and information;

planning and organizing activities;

working with others and in teams;

using mathematical ideas and

techniques; solving problems; and

using technology.

20. Knowledge: means the result of the

adoption of information through the

learning process. Knowledge is a set of

facts, principles, theories and practices

related to area of work or study. In

CBE context lifelong learning

knowledge is described as theoretical

and / or factual.

21. Learning outcomes: are statements

of what learner knows, understands

and can perform, based on the

completion of the learning process,

defined by knowledge, skill and

competency.


22. Learning activities: Suggested

activities that can be developed during

lesson planning and activity

preparation. The choice of learning

activities must be tailored according to

group size, available material

resources and communication tools.

23. Learning hours: Amount of hours

required to acquire the competency,

including the time allocated to

evaluation, which is estimated

between 5 and 10% of the total

learning time of the competency.

24. Learning outcomes: Statements that

indicate what learners will know or be

able to do as a result of a learning

activity. Learning outcomes are usually

expressed as knowledge, skills, or

attitudes.

25. Learning unit: Any of the basic

building blocks of a module, which

describes the key activities or the

elements of the work covered by the

module

26. Module: A unit of training which

corresponds to one competency and

which can be completed on its own or

linked to others.

27. Occupation: The principal business of

one’s life.

28. Performance criteria The part of a

competency standard specifying the

required level of performance in terms

of a set of outcomes which need to be

achieved in order to be deemed

competent. It describes the quality

requirements of the result obtained in

labor performance.

29. Qualification: means the formal name

for the result of a process of

assessment and validation, which is

obtained when a competent body

determines that an individual has

achieved learning outcomes to the

standards laid down.

30. Quality assurance: The systems and

procedures designed and

implemented by an organization to

ensure that its products and services

are of a consistent standard and are

being continuously improved.

31. Recognition of prior learning (or RPL):

The acknowledgement of a person’s

skills and knowledge acquired through

previous training, work or life

experience, which may be used to

grant status or credit in a subject or

module.

32. Skills: are the ability to apply

knowledge and use the principle of

“know how” to perform a specific task

and to solve the problem. In the

context of the CBE Framework, skills

are defined as cognitive (involving the

use of logical, intuitive and creative

thinking), practical (including

physical skill and use of methods,

materials, devices and instruments)

and social skills (communication and

cooperation skills, emotional

intelligence and other).

33. Specific competencies: Competencies

that are directly related to the tasks of

the occupation in the workplace

context. They refer to concrete,

practical, and focused aspects

34. Traineeship: A system of vocational

training combining off-the-job training

at an approved training provider with

on-the-job training and practical work

experience. Traineeships generally

take one to two years and are now a

part of the New Apprenticeships

system.

35. Unit of competency: A component of

a competency standard. A unit of


competency is a statement of a key

function or role in a particular job or

occupation. See also element of

competency, performance criteria,

and range of variables.

Skills for a better destiny

RWANDA POLYTECHNIC – RP

Kigali-Rwanda

Email: [email protected]

Webisite: www.rp.ac.rw

P.O. Box 164 Kigali, Rwanda

http://www.rp.ac.rw/

CURRICULUM - Elearning- Rwanda Polytechnic

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